Improvement of operational safety: The self-assessment at the Russian NPPs

International Nuclear Information System (INIS)

Kolotov, Aleksander

2002-01-01

The operating organization has scheduled for the forthcoming year to elaborate the NPP safety self-assessment standards and to settle precise criterion for its performance. Toward this end it was decided to form a Working Team including of NPP and VNIIAES representatives to elaborate major tasks on the self-assessment improvement, development and implementation of new documentation and training the personnel in new methodology. Actions developed by R osenergoatom , one of its items is the participation of 'Rosenergoatom' and VNIIAES representatives in the workshop, contains the sequence of Russian NPP safety self-assessment improvement at the first stage

Hypnosis-Induced Mental Training Programmes as a Strategy to Improve the Self-Concept of Students

Science.gov (United States)

De Vos, H. M.; Louw, D. A.

2009-01-01

The creation and implementation of strategies that could improve student development is receiving new research interest. The main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter the self-concept of students which in turn could improve their overall academic functioning. Two…

Self-management as a strategy to improve the classroom behavior of adolescents with ADHD.

Science.gov (United States)

Shapiro, E S; DuPaul, G J; Bradley-Klug, K L

1998-01-01

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.

Assessing and Predicting College Students' Use of Strategies for the Self-Regulation of Motivation

Science.gov (United States)

Wolters, Christopher A.; Benzon, Maria B.

2013-01-01

College students ("N" = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation…

Does self-reflection and peer-assessment improve Saudi pharmacy students’ academic performance and metacognitive skills?

Science.gov (United States)

Yusuff, Kazeem B.

2014-01-01

Background: The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. Objectives: To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students’ academic performance and metacognitive skills, and evaluate students’ feedback on the impact of these active pedagogic strategies on their overall learning experience. Method: An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students’ feedback on the impact of active pedagogic strategies on their overall learning experience. Result: Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P self-reflection and peer-assessment appeared to significantly improve examination performance, facilitate deep and constructive engagement with learning and fostered students’ confidence in the use of critical thinking and

Towards professionalism in music: self-assessed learning strategies of conservatory music students

OpenAIRE

Virkkula, Esa; Nissilä, Säde-Pirkko

2017-01-01

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in...

The Digitisation of Welfare – a Strategy towards improving Citizens’ Self-care and Co-management of Welfare

DEFF Research Database (Denmark)

Thualagant, Nicole; From, Ditte-Marie

2018-01-01

(SKAD) analysis, this chapter scrutinizes central documents on the strategy of digital welfare. Our exploration provides a critical insight in the current digitisation of health care by illustrating how new virtues of citizenship are demanded in the digital era in relation to digital health......Government strategy of Digital Welfare 2016-2020 in regards to health and discusses how this strategy encourages self-measurement and self-improvement through discourses of improvement at both state and citizen levels. By illustrating how performativity is embedded in current conceptions of health, this chapter...... emphasize how strategies of digitisation lean on a bio-citizenship where individuals with poor health capacities become depended, not on a supporting welfare system, but paradoxically on own self-management skills in order to receive health services. Based on the sociology of knowledge approach to discourse...

Self-assessed performance improves statistical fusion of image labels

Energy Technology Data Exchange (ETDEWEB)

Bryan, Frederick W., E-mail: frederick.w.bryan@vanderbilt.edu; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Reich, Daniel S. [Translational Neuroradiology Unit, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892 (United States); Landman, Bennett A. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Biomedical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); and Radiology and Radiological Sciences, Vanderbilt University, Nashville, Tennessee 37235 (United States)

2014-03-15

. Statistical fusion resulted in statistically indistinguishable performance from self-assessed weighted voting. The authors developed a new theoretical basis for using self-assessed performance in the framework of statistical fusion and demonstrated that the combined sources of information (both statistical assessment and self-assessment) yielded statistically significant improvement over the methods considered separately. Conclusions: The authors present the first systematic characterization of self-assessed performance in manual labeling. The authors demonstrate that self-assessment and statistical fusion yield similar, but complementary, benefits for label fusion. Finally, the authors present a new theoretical basis for combining self-assessments with statistical label fusion.

Self-assessed performance improves statistical fusion of image labels

International Nuclear Information System (INIS)

Bryan, Frederick W.; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M.; Reich, Daniel S.; Landman, Bennett A.

2014-01-01

. Statistical fusion resulted in statistically indistinguishable performance from self-assessed weighted voting. The authors developed a new theoretical basis for using self-assessed performance in the framework of statistical fusion and demonstrated that the combined sources of information (both statistical assessment and self-assessment) yielded statistically significant improvement over the methods considered separately. Conclusions: The authors present the first systematic characterization of self-assessed performance in manual labeling. The authors demonstrate that self-assessment and statistical fusion yield similar, but complementary, benefits for label fusion. Finally, the authors present a new theoretical basis for combining self-assessments with statistical label fusion

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

NARCIS (Netherlands)

Kostons, Danny; Van Gog, Tamara; Paas, Fred

2012-01-01

Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004

Self-Assessment: The Disconnect between Research and Rhetoric

Science.gov (United States)

2008-01-01

Purpose: Physical therapists are expected to engage in self-assessment in order to ensure competent practice and to identify appropriate professional development activities. Summary of Key Points: This paper reviews the current literature on the accuracy and role of self-assessment in physical therapy. Current literature indicating that self-assessment cannot be conducted with any degree of accuracy is discussed, and a proposed reformulation of the concept of self-assessment is presented. Recommendations: Practical strategies are offered for clinicians to improve the potential for obtaining reliable and valid information about their own clinical performance to guide the selection of appropriate professional development activities and to promote the provision of competent patient care. PMID:20145775

Self-assessment on the competencies and reported improvement priorities for pediatrics residents.

Science.gov (United States)

Li, Su-Ting T; Tancredi, Daniel J; Burke, Ann E; Guillot, Ann; Guralnick, Susan; Trimm, R Franklin; Mahan, John D

2012-12-01

Self-assessment and self-directed learning are essential to becoming an effective physician. To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors "novice" and "proficient" (0-100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. A total of 4167 residents completed an ILP in academic year 2009-2010, with residents' ratings improving from advanced beginner (48 on a 0-100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

Initiating Self-Assessment Strategies in Novice Physiotherapy Students: A Method Case Study

Science.gov (United States)

Young, Catherine

2013-01-01

Student self- and peer-assessment strategies ideally are instigated early in programmes for health professionals. This study presents an innovative method of stimulating critical evaluation of clinical skills learned in the practical class setting for first year physiotherapy students. Twice in the semester (beginning and end) students assessed…

Formative Self-Assessment College Classes Improves Self-Regulation and Retention in First/Second Year Community College Students

Science.gov (United States)

Mahlberg, Jamie

2015-01-01

This research examined the influence formative self-assessment had on first/second year community college student self-regulatory practices. Previous research has shown that the ability to regulate one's learning activities can improve performance in college classes, and it has long been known that the use of formative assessment improves…

Development of a team-based framework for conducting self-assessment of Continuous Improvement

DEFF Research Database (Denmark)

Jørgensen, Frances; Gertsen, Frank; Boer, Harry

2004-01-01

The study presented in this article is based on two basic premises. First, successful continuous improvement (CI) is dependent on shop floor level involvement and participation in improvement efforts. Second, the term "self-assessment" clearly implies that those whose performance is being measured......, and who are involved in conducting the assessment process. Excerpts from longitudinal case studies in a single Danish manufacturing organization demonstrate how teams involved in the process of conducting self-assessment of CI developed a better understanding of the basic principles of CI. Furthermore...

Behavior change through automated e-mails: mediation analysis of self-help strategy use for depressive symptoms.

Science.gov (United States)

Morgan, Amy J; Mackinnon, Andrew J; Jorm, Anthony F

2013-02-01

To evaluate whether automated e-mails promoting effective self-help strategies for depressive symptoms were effective in changing self-help behavior, and whether this improved depression outcomes. 568 adults with sub-threshold depression participated in a randomized controlled trial and provided complete data. A series of 12 e-mails promoting the use of evidence-based self-help strategies was compared with e-mails providing non-directive depression information. Depression symptoms were assessed with the Patient Health Questionnaire depression scale (PHQ-9) and use of self-help strategies was assessed at baseline and post-intervention. We hypothesized that those receiving the self-help e-mails would increase their use of evidence-based self-help and this would be associated with improvements in depression. Mediation analyses were conducted using a non-parametric bootstrapping procedure. Total use of the self-help strategies promoted in the e-mails significantly mediated the effect of the intervention on depressive symptoms (B = -0.75, SE = 0.16, 95% CI: -1.06 to -0.48). The direct effect of the intervention on depressive symptoms was much smaller and not significant when the mediation path was included. The majority of the individual strategies also had a significant indirect effect on depressive symptoms. In adults with sub-threshold depression, automated e-mails based on behavior change principles can successfully increase use of self-help strategies, leading to a reduction in depressive symptoms. Copyright © 2012 Elsevier Ltd. All rights reserved.

How and when will self-assessment improve maintenance of CANDU plants - evaluator's view

International Nuclear Information System (INIS)

Mika, K.

1997-01-01

Learning organizations use self-evaluation programs to compare their actual performance with their management's expectations and industry standards. In general, self-evaluations identify areas needing improvement. Self-evaluation activities in maintenance departments include self-assessments, management monitoring observations, root cause analyses, event investigations, benchmarking, use of operating experience, self-checking, and problem reporting systems. In Ontario Hydro Nuclear (OHN) we have used almost all forms of self-evaluation with mixed success. However, we did not use self-assessments. With emphasis on excellent maintenance this powerful form of self-evaluation is being introduced to all our plants. Because of its recency and relative inexperience with it, this paper is focused on self-assessment. The paper provides the author's perspective on how a self-assessment program would be evaluated by an independent internal evaluation and what attributes should be in place in order for maintenance departments to succeed in the implementation and successful continuation of the program. (author)

Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

Directory of Open Access Journals (Sweden)

Esa Virkkula

2017-09-01

Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

Self-assessment as an approach to improvement of efficient implementation of Ukrainian NPP operational experience

International Nuclear Information System (INIS)

Pecheritsya, L.M.; Lyigots'kij, O.Yi.; Pecheritsya, O.V.; Tarasenko, V.M.

2012-01-01

the paper contains a brief description of the procedure for implementation of operational experience, focuses on the role of self -assessment in efficient use of operational experience, presents a review of international and national practices of self-assessment and review of the main features, issues and ways to improve self-assessment of efficient use of operational experience in Ukraine

Designing and Executing Instructional Strategies for Improving the Self-Esteem of Secondary At-Risk Students.

Science.gov (United States)

Moore, Johnny

Improving at-risk students' low self-esteem, changing the negative feeling that at-risk students have about themselves, and helping at-risk students to become empowered to do something about their poor achievement in school were the major undertaking of this project. A formalized self-esteem assessment tool, the Coopersmith Self Esteem Inventory,…

LEARNING STRATEGY IMPLEMENTATION OF GENERATIVE LEARNING ASSISTED SCIENTIST’S CARD TO IMPROVE SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT IN CLASS VIII

Directory of Open Access Journals (Sweden)

R. Yuliarti

2016-01-01

Full Text Available In general, self-efficacy of the students is still low. This study aims to determine the learning strategies implementation of generative learning assisted scientist's card in improving self-efficacy and cognitive learning outcomes of the students. The study designed form One Group Pretest-Posttest Design. The improvement of self-efficacy can be determined from the change in the questionnaire score before and after the learning and observations during the learning process. Cognitive learning outcomes are known from pretest and posttest scores. To determine the improvement, the data were analyzed by using the gain test. The results showed that N-gain of self-efficacy is 0.13 (low and N-gain of cognitive learning is 0.60 (medium. Based on the observation, students’ self-efficacy has increased each meeting. Cognitive learning results also achieved mastery learning as big as 72.88%. It could be concluded that the learning strategy of generative learning assisted scientist's card can improve self efficacy and cognitive learning outcomes of the students.Pada umumnya, self efficacy yang dimiliki siswa masih rendah. Penelitian ini bertujuan untuk mengetahui penerapan strategi pembelajaran generative learning berbantuan scientist’s card dalam meningkatkan self efficacy dan  hasil belajar  kognitif siswa.  Desain penelitian berbentuk One Group Pretest-Posttest Design. Peningkatan self efficacy dapat diketahui dari perubahan  skor angket sebelum dan sesudah pembelajaran dan hasil observasi selama pembelajaran. Hasil  belajar kognitif diketahui dari skor pretest dan posttest. Untuk mengetahui peningkatannya, data yang diperoleh dianalisis menggunakan uji gain. Hasil penelitian menunjukkan bahwa peningkatan self efficacy berkatagori rendah dan peningkatan hasil belajar kognitif berkatagori sedang. Berdasarkan hasil observasi, self efficacy siswa setiap pertemuan meningkat. Hasil belajar ranah kognitif juga mencapai ketuntasan belajar .Jadi dapat

Improving the accuracy of self-assessment of practical clinical skills using video feedback--the importance of including benchmarks.

Science.gov (United States)

Hawkins, S C; Osborne, A; Schofield, S J; Pournaras, D J; Chester, J F

2012-01-01

Isolated video recording has not been demonstrated to improve self-assessment accuracy. This study examines if the inclusion of a defined standard benchmark performance in association with video feedback of a student's own performance improves the accuracy of student self-assessment of clinical skills. Final year medical students were video recorded performing a standardised suturing task in a simulated environment. After the exercise, the students self-assessed their performance using global rating scales (GRSs). An identical self-assessment process was repeated following video review of their performance. Students were then shown a video-recorded 'benchmark performance', which was specifically developed for the study. This demonstrated the competency levels required to score full marks (30 points). A further self-assessment task was then completed. Students' scores were correlated against expert assessor scores. A total of 31 final year medical students participated. Student self-assessment scores before video feedback demonstrated moderate positive correlation with expert assessor scores (r = 0.48, p benchmark performance demonstration, self-assessment scores demonstrated a very strong positive correlation with expert scores (r = 0.83, p benchmark performance in combination with video feedback may significantly improve the accuracy of students' self-assessments.

Estrategia socioeducativa de autorregulación de la agresividad Socio-educative strategy of aggressiveness self-controlling

Directory of Open Access Journals (Sweden)

Odalys Ynerarity Castro

2016-09-01

Full Text Available Teaching students to self-controlling their performance is an essential task of Special Pedagogy due to its role in shaping personality, particularly self-appraising, independence, self-control and self-awareness, usually affected in students with special educative needs. This paper refers essential features characterizing aggressive behavior and lack of self-control and proposes a socio-educative strategy to allow students to achieve self-control. The reliability of the proposed socio-educative strategy was assessed by means of workshops in postgraduate activities; research methods include constructing a corresponding framework, observation, interviewing and control experiments. The improvement in self-monitoring aggressiveness proved the effectiveness of the proposal.

Estrategia socioeducativa de autorregulación de la agresividad Socio-educative strategy of aggressiveness self-controlling

Directory of Open Access Journals (Sweden)

Odalys Ynerarity Castro

2017-03-01

Full Text Available Teaching students to self-controlling their performance is an essential task of Special Pedagogy due to its role in shaping personality, particularly self-appraising, independence, self-control and self-awareness, usually affected in students with special educative needs. This paper refers essential features characterizing aggressive behavior and lack of self-control and proposes a socio-educative strategy to allow students to achieve self-control. The reliability of the proposed socio-educative strategy was assessed by means of workshops in postgraduate activities; research methods include constructing a corresponding framework, observation, interviewing and control experiments. The improvement in self-monitoring aggressiveness proved the effectiveness of the proposal.

Assessing Self-Regulated Strategies for School Writing: Cross-Cultural Validation of a Triadic Measure

Science.gov (United States)

Malpique, Anabela Abreu; Veiga Simão, Ana Margarida

2015-01-01

This study reports on the construction of a questionnaire to assess ninth-grade students' use of self-regulated strategies for school writing tasks. Exploratory and confirmatory factorial analyses were conducted to validate the factor structure of the instrument. The initial factor analytic stage (n = 296) revealed a 13-factor scale, accounting…

Using self-assessment to develop metacognition and self-regulated learners.

Science.gov (United States)

Siegesmund, Amy

2017-06-15

Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Teacher coaching supported by formative assessment for improving classroom practices.

Science.gov (United States)

Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

2018-06-01

The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Effect of Self-Regulatory and Metacognitive Strategy Instruction on Impoverished Students' Assessment Achievement in Physics

Science.gov (United States)

Fouche, Jaunine

2013-01-01

The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits…

Self-Regulated Strategy Development. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2017

2017-01-01

"Self-Regulated Strategy Development" ("SRSD") is an intervention designed to improve students' academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities, the focal population of the…

Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes

Science.gov (United States)

Berkeley, Sheri; Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E.

2011-01-01

This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and…

How and when will self-assessment improve maintenance of CANDU plants - evaluator's view

Energy Technology Data Exchange (ETDEWEB)

Mika, K. [Ontario Hydro. Bruce Nuclear Station. Tiverton, ON (Canada)

1997-07-01

Learning organizations use self-evaluation programs to compare their actual performance with their management's expectations and industry standards. In general, self-evaluations identify areas needing improvement. Self-evaluation activities in maintenance departments include self-assessments, management monitoring observations, root cause analyses, event investigations, benchmarking, use of operating experience, self-checking, and problem reporting systems. In Ontario Hydro Nuclear (OHN) we have used almost all forms of self-evaluation with mixed success. However, we did not use self-assessments. With emphasis on excellent maintenance this powerful form of self-evaluation is being introduced to all our plants. Because of its recency and relative inexperience with it, this paper is focused on self-assessment. The paper provides the author's perspective on how a self-assessment program would be evaluated by an independent internal evaluation and what attributes should be in place in order for maintenance departments to succeed in the implementation and successful continuation of the program. (author)

"Reflection-Before-Practice" Improves Self-Assessment and End-Performance in Laparoscopic Surgical Skills Training.

Science.gov (United States)

Ganni, Sandeep; Botden, Sanne M B I; Schaap, Dennis P; Verhoeven, Bas H; Goossens, Richard H M; Jakimowicz, Jack J

To establish whether a systematized approach to self-assessment in a laparoscopic surgical skills course improves accordance between expert- and self-assessment. A systematic training course in self-assessment using Competency Assessment Tool was introduced into the normal course of evaluation within a Laparoscopic Surgical Skills training course for the test group (n = 30). Differences between these and a control group (n = 30) who did not receive the additional training were assessed. Catharina Hospital, Eindhoven, The Netherlands (n = 27), and GSL Medical College, Rajahmundry, India (n = 33). Sixty postgraduate year 2 and 3 surgical residents who attended the 2-day Laparoscopic Surgical Skills grade 1 level 1 curriculum were invited to participate. The test group (n = 30) showed better accordance between expert- and self-assessment (difference of 1.5, standard deviation [SD] = 0.2 versus 3.83, SD = 0.6, p = 0.009) as well as half the number (7 versus 14) of cases of overreporting. Furthermore, the test group also showed higher overall mean performance (mean = 38.1, SD = 0.7 versus mean = 31.8, SD = 1.0, p assessment can be viewed as responsible for this and can be seen as "reflection-before-practice" within the framework of reflective practice as defined by Donald Schon. Our results suggest that "reflection-before-practice" in implementing self-assessment is an important step in the development of surgical skills, yielding both better understanding of one's strengths and weaknesses and also improving overall performance. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Coping strategies and self-esteem in the high-risk offspring of bipolar parents.

Science.gov (United States)

Goodday, Sarah M; Bentall, Richard; Jones, Steven; Weir, Arielle; Duffy, Anne

2018-03-01

This study investigated whether there were differences in coping strategies and self-esteem between offspring of parents with bipolar disorder (high-risk) and offspring of unaffected parents (control), and whether these psychological factors predicted the onset and recurrence of mood episodes. High-risk and control offspring were followed longitudinally as part of the Flourish Canadian high-risk bipolar offspring cohort study. Offspring were clinically assessed annually by a psychiatrist using semi-structured interviews and completed a measure of coping strategies and self-esteem. In high-risk offspring, avoidant coping strategies significantly increased the hazard of a new onset Diagnostic and Statistical Manual of Mental Disorders, 4th Edition twice revised mood episode or recurrence (hazard ratio: 1.89, p = 0.04), while higher self-esteem significantly decreased this hazard (hazard ratio: 2.50, p Self-esteem and avoidant coping significantly interacted with one another ( p self-esteem. A reduction of avoidant coping strategies in response to stress and improvement of self-esteem may be useful intervention targets for preventing the new onset or recurrence of a clinically significant mood disorder among individuals at high familial risk.

Assessment and Intervention in Overcoming Writing Difficulties: An Illustration From the Self-Regulated Strategy Development Model.

Science.gov (United States)

Graham, Steve; Harris, Karen R

1999-07-01

The progress of a 12-year-old boy with learning disabilities and severe writing difficulties is followed from initial assessment through instruction in strategies for planning, revising, and managing the composing process. A validated instructional model, Self-Regulated Strategy Development (SRSD), was used to teach these processes. With SRSD, writing strategies are explicitly taught in combination with procedures for regulating the use of these strategies, the writing process, and any undesirable behaviors that may impede performance. Recommendations are offered to speech-language pathologists for applying the SRSD model to children experiencing writing difficulties.

Examining Learner Perceptions of Adult Participants Using a Self-Assessment Tool in a Driver Improvement Course

Science.gov (United States)

Pierson, Sandra E.

2013-01-01

Driving behavior is a contributing factor in 85% of all traffic crashes; therefore, driver reeducation must be centered on increasing safe driving behavior. Because self-reflection strategies have been shown to change behavior, a study using a self-assessment tool was conducted with Virginia adult drivers mandated to complete a driver improvement…

How general practitioners perceive and assess self-care in patients with multiple chronic conditions

DEFF Research Database (Denmark)

Kristensen, Mads Aage Toft; Hølge-Hazelton, Bibi; Waldorff, Frans Boch

2017-01-01

Background: It is not known how general practitioners (GPs) perceive the concept of self-care and how they assess self-care ability in patients with multiple chronic conditions. As a part of the strategy to improve the care of people living with chronic conditions, disease management programs...... in Denmark require GPs and other health care workers to assess and support patients' self-care ability. The aim of the present study was to explore GPs' perceptions and assessment of self-care ability in patients with multiple chronic conditions who have difficulty following a given treatment. Methods...

Using contrasting cases to improve self-assessment in physics learning

Science.gov (United States)

Jax, Jared Michael

Accurate self-assessment (SA) is widely regarded as a valuable tool for conducting scientific work, although there is growing concern that students present difficulties in accurately assessing their own learning. For students, the challenge of accurately self-assessing their work prevents them from effectively critiquing their own knowledge and skills, and making corrections when necessary to improve their performance. An overwhelming majority of researchers have acknowledged the importance of developing and practicing the necessary reflective skills SA in science, yet it is rarely a focus of daily instruction leading to students typically overestimate their abilities. In an effort to provide a pragmatic approach to overcoming these deficiencies, this study will demonstrate the effect of using positive and negative examples of solutions (contrasting cases) on performance and accuracy of SA when compared to student who are only shown positive examples of solutions. The work described here sought, first, to establish the areas of flawed SA that introductory high school physics students experience when studying circuitry, and, second, to examine how giving students Content Knowledge in addition to Positive and Negative Examples focused on helping them self-assess might help overcome these deficiencies. In doing so, this work highlights the positive impact that these types of support have in significantly increasing student performance, SA accuracy, and the ability to evaluate solutions in physics education.

Professional Growth & Support System Self-Assessment

Science.gov (United States)

Education Resource Strategies, 2013

2013-01-01

The "Professional Growth & Support System Self-Assessment" is designed to help school systems evaluate their current Professional Growth & Support strategy. The self-assessment is organized around the "Eight Principles of Strategic Professional Growth & Support." Each section allows school leaders to identify the…

Early Empowerment Strategies Boost Self-Efficacy to Improve Cardiovascular Health Behaviors

OpenAIRE

Kashani, Mariam; Eliasson, Arn H; Walizer, Elaine M; Fuller, Clarie E; Engler, Renata J; Villines, Todd C; Vernalis, Marina N

2016-01-01

Background: Self-efficacy, defined as confidence in the ability to carry out behavior to achieve a desired goal, is considered to be a prerequisite for behavior change. Self-efficacy correlates with cardiovascular health although optimal timing to incorporate self-efficacy strategies is not well established. We sought to study the effect of an empowerment approach implemented in the introductory phase of a multicomponent lifestyle intervention on cardiovascular health outcomes. Design: Prospe...

Assessment of strategy formulation

DEFF Research Database (Denmark)

Acur, Nuran; Englyst, Linda

2006-01-01

of the success criteria through face-to-face interviews with 46 managers, workshops involving 40 managers, and two in-depth case studies. The success criteria have been slightly modified due to the empirical results, to yield the assessment tool. Findings – The resulting assessment tool integrates three generic...... approaches to strategy assessment, namely the goal-centred, comparative and improvement approaches, as found in the literature. Furthermore, it encompasses three phases of strategy formulation processes: strategic thinking, strategic planning and embedding of strategy. The tool reflects that the different......, but cases and managerial perceptions indicate that the need for accurate and detailed plans might be overrated in the literature, as implementation relies heavily on continuous improvement and empowerment. Concerning embedding, key aspects relate both to the goal-centred and improvement approaches, while...

Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

Directory of Open Access Journals (Sweden)

Kelly D. Meusen-Beekman

2015-12-01

Full Text Available Fostering self-regulated learning (SRL has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the development of SRL strategies among primary school students require further exploration.

Feedback data sources that inform physician self-assessment.

Science.gov (United States)

Lockyer, Jocelyn; Armson, Heather; Chesluk, Benjamin; Dornan, Timothy; Holmboe, Eric; Loney, Elaine; Mann, Karen; Sargeant, Joan

2011-01-01

Self-assessment is a process of interpreting data about one's performance and comparing it to explicit or implicit standards. To examine the external data sources physicians used to monitor themselves. Focus groups were conducted with physicians who participated in three practice improvement activities: a multisource feedback program; a program providing patient and chart audit data; and practice-based learning groups. We used grounded theory strategies to understand the external sources that stimulated self-assessment and how they worked. Data from seven focus groups (49 physicians) were analyzed. Physicians used information from structured programs, other educational activities, professional colleagues, and patients. Data were of varying quality, often from non-formal sources with implicit (not explicit) standards. Mandatory programs elicited variable responses, whereas data and activities the physicians selected themselves were more likely to be accepted. Physicians used the information to create a reference point against which they could weigh their performance using it variably depending on their personal interpretation of its accuracy, application, and utility. Physicians use and interpret data and standards of varying quality to inform self-assessment. Physicians may benefit from regular and routine feedback and guidance on how to seek out data for self-assessment.

Self-prior strategy for organ reconstruction in fluorescence molecular tomography.

Science.gov (United States)

Zhou, Yuan; Chen, Maomao; Su, Han; Luo, Jianwen

2017-10-01

The purpose of this study is to propose a strategy for organ reconstruction in fluorescence molecular tomography (FMT) without prior information from other imaging modalities, and to overcome the high cost and ionizing radiation caused by the traditional structural prior strategy. The proposed strategy is designed as an iterative architecture to solve the inverse problem of FMT. In each iteration, a short time Fourier transform (STFT) based algorithm is used to extract the self-prior information in the space-frequency energy spectrum with the assumption that the regions with higher fluorescence concentration have larger energy intensity, then the cost function of the inverse problem is modified by the self-prior information, and lastly an iterative Laplacian regularization algorithm is conducted to solve the updated inverse problem and obtains the reconstruction results. Simulations and in vivo experiments on liver reconstruction are carried out to test the performance of the self-prior strategy on organ reconstruction. The organ reconstruction results obtained by the proposed self-prior strategy are closer to the ground truth than those obtained by the iterative Tikhonov regularization (ITKR) method (traditional non-prior strategy). Significant improvements are shown in the evaluation indexes of relative locational error (RLE), relative error (RE) and contrast-to-noise ratio (CNR). The self-prior strategy improves the organ reconstruction results compared with the non-prior strategy and also overcomes the shortcomings of the traditional structural prior strategy. Various applications such as metabolic imaging and pharmacokinetic study can be aided by this strategy.

Managing epilepsy well: self-management needs assessment.

Science.gov (United States)

Fraser, Robert T; Johnson, Erica K; Miller, John W; Temkin, Nancy; Barber, Jason; Caylor, Lisa; Ciechanowski, Paul; Chaytor, Naomi

2011-02-01

Epilepsy self-management interventions have been investigated with respect to health care needs, medical adherence, depression, anxiety, employment, and sleep problems. Studies have been limited in terms of representative samples and inconsistent or restricted findings. The direct needs assessment of patients with epilepsy as a basis for program design has not been well used as an approach to improving program participation and outcomes. This study investigated the perceived medical and psychosocial problems of adults with epilepsy, as well as their preferences for self-management program design and delivery format. Results indicated a more psychosocially challenged subgroup of individuals with significant depressive and cognitive complaints. A self-management program that involves face-to-face individual or group meetings led by an epilepsy professional and trained peer leader for 60 minutes weekly was preferred. Six to eight sessions focused on diverse education sessions (e.g., managing disability and medical care, socializing on a budget, and leading a healthy lifestyle) and emotional coping strategies delivered on weeknights or Saturday afternoons were most highly endorsed. Emotional self-management and cognitive compensatory strategies require special emphasis given the challenges of a large subgroup. Copyright © 2010 Elsevier Inc. All rights reserved.

An improved self-adaptive ant colony algorithm based on genetic strategy for the traveling salesman problem

Science.gov (United States)

Wang, Pan; Zhang, Yi; Yan, Dong

2018-05-01

Ant Colony Algorithm (ACA) is a powerful and effective algorithm for solving the combination optimization problem. Moreover, it was successfully used in traveling salesman problem (TSP). But it is easy to prematurely converge to the non-global optimal solution and the calculation time is too long. To overcome those shortcomings, a new method is presented-An improved self-adaptive Ant Colony Algorithm based on genetic strategy. The proposed method adopts adaptive strategy to adjust the parameters dynamically. And new crossover operation and inversion operation in genetic strategy was used in this method. We also make an experiment using the well-known data in TSPLIB. The experiment results show that the performance of the proposed method is better than the basic Ant Colony Algorithm and some improved ACA in both the result and the convergence time. The numerical results obtained also show that the proposed optimization method can achieve results close to the theoretical best known solutions at present.

Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning

Science.gov (United States)

Sardegna, Veronica G.; Lee, Juhee; Kusey, Crystal

2018-01-01

This article proposes a structural model of English language learners' self-efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants' responses (N = 704) to two self-reported questionnaires--Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for…

Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

Science.gov (United States)

Leopold, Claudia; Leutner, Detlev

2015-01-01

In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…

The Study of Frequency Self Care Strategies against Auditory Hallucinations

Directory of Open Access Journals (Sweden)

Mahin Nadem

2012-03-01

Full Text Available Background: In schizophrenic clients, self-care strategies against auditory hallucinations can decrease disturbances results in hallucination. This study was aimed to assess frequency of self-care strategies against auditory hallucinations in paranoid schizophrenic patients, hospitalized in Shafa Hospital.Materials and Method: This was a descriptive study on 201 patients with paranoid schizophrenia hospitalized in psychiatry unit with convenience sampling in Rasht. The gathered data consists of two parts, first unit demographic characteristic and the second part, self- report questionnaire include 38 items about self-care strategies.Results: There were statistically significant relationship between demographic variables and knowledg effect and self-care strategies against auditory hallucinaions. Sex with phisical domain p0.07, marriage status with cognitive domain (p>0.07 and life status with behavioural domain (p>0.01. 53.2% of reported type of our auditory hallucinations were command hallucinations, furtheremore the most effective self-care strategies against auditory hallucinations were from physical domain and substance abuse (82.1% was the most effective strategies in this domain.Conclusion: The client with paranoid schizophrenia used more than physical domain strategies against auditory hallucinaions and this result highlight need those to approprait nursing intervention. Instruction and leading about selection the effective self-care strategies against auditory ha

Self-assessment procedure using fuzzy sets

Science.gov (United States)

Mimi, Fotini

2000-10-01

Self-Assessment processes, initiated by a company itself and carried out by its own people, are considered to be the starting point for a regular strategic or operative planning process to ensure a continuous quality improvement. Their importance has increased by the growing relevance and acceptance of international quality awards such as the Malcolm Baldrige National Quality Award, the European Quality Award and the Deming Prize. Especially award winners use the instrument of a systematic and regular Self-Assessment and not only because they have to verify their quality and business results for at least three years. The Total Quality Model of the European Foundation for Quality Management (EFQM), used for the European Quality Award, is the basis for Self-Assessment in Europe. This paper presents a self-assessment supporting method based on a methodology of fuzzy control systems providing an effective means of converting the linguistic approximation into an automatic control strategy. In particular, the elements of the Quality Model mentioned above are interpreted as linguistic variables. The LR-type of a fuzzy interval is used for their representation. The input data has a qualitative character based on empirical investigation and expert knowledge and therefore the base- variables are ordinal scaled. The aggregation process takes place on the basis of a hierarchical structure. Finally, in order to render the use of the method more practical a software system on PC basis is developed and implemented.

From Self-Assessment to Frustration, A Small Step Towards Autonomy in Robotic Navigation.

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Adrien eJauffret

2013-10-01

Full Text Available Autonomy and self-improvement capabilities are still challenging in the fields of robotics and machine learning. Allowing a robot to autonomously navigate in wide and unknown environments not only requires a repertoire of robust strategies to cope with miscellaneous situations, but also needs mechanisms of self-assessment for guiding learning and for monitoring strategies. Monitoring strategies requires feedbacks on the behavior’s quality, from a given fitness system in order to take correct decisions.In this work, we focus on how a second-order controller can be used to (1 manage behaviors according to the situation and (2 seek for human interactions to improve skills. Following an incremental and constructivist approach, we present a generic neural architecture, based on an online novelty detection algorithm that may be able to self-evaluate any sensory-motor strategies. This architecture learns contingencies between sensations and actions, giving the expected sensation from the previous perception. Prediction error, coming from surprising events, provides a measure of the quality of the underlying sensory-motor contingencies. We show how a simple second-order controller (emotional system based on the prediction progress allows the system to regulate its behavior to solve complex navigation tasks and also succeeds in asking for help if it detects dead-lock situations.We propose that this model could be a key structure toward self-assessment and autonomy. We made several experiments that can account for such properties for two different strategies (road following and place cells based navigation in different situations.

Self-assessment: Strategy for higher standards, consistency, and performance

International Nuclear Information System (INIS)

Ide, W.E.

1996-01-01

In late 1994, Palo Verde operations underwent a transformation from a unitized structure to a single functional unit. It was necessary to build consistency in watchstanding practices and create a shared mission. Because there was a lack of focus on actual plant operations and because personnel were deeply involved with administrative tasks, command and control of evolutions were weak. Improvement was needed. Consistent performance standards have been set for all three operating units. These expectation focus on nuclear, radiological, and industrial safety. Straightforward descriptions of watchstanding and monitoring practices have been provided to all department personnel. The desired professional and leadership qualities for employee conduct have been defined and communicated thoroughly. A healthy and competitive atmosphere developed with the successful implementation of these standards. Overall performance improved. The auxiliary operators demonstrated increased pride and ownership in the performance of their work activities. In addition, their morale improved. Crew teamwork improved as well as the quality of shift briefs. There was a decrease in the noise level and the administrative functions in the control room. The use of self-assessment helped to anchor and define higher and more consistent standards. The proof of Palo Verde's success was evident when an Institute of Nuclear Power Operations finding was turned into a strength within 1 yr

Patient Self-Assessment of Surgical Site Infection is Inaccurate.

Science.gov (United States)

Richter, Vered; Cohen, Matan J; Benenson, Shmuel; Almogy, Gideon; Brezis, Mayer

2017-08-01

Availability of surgical site infection (SSI) surveillance rates challenges clinicians, healthcare administrators and leaders and the public. The purpose of this report is to demonstrate the consequences patient self-assessment strategies have on SSI reporting rates. We performed SSI surveillance among patients undergoing general surgery procedures, including telephone follow-up 30 days after surgery. Additionally we undertook a separate validation study in which we compared patient self-assessments of SSI with surgeon assessment. Finally, we performed a meta-analysis of similar validation studies of patient self-assessment strategies. There were 22/266 in-hospital SSIs diagnosed (8.3%), and additional 16 cases were detected through the 30-day follow-up. In total, the SSI rate was 16.8% (95% CI 10.1-18.5). In the validation survey, we found patient telephone surveillance to have a sensitivity of 66% (95% CI 40-93%) and a specificity of 90% (95% CI 86-94%). The meta-analysis included five additional studies. The overall sensitivity was 83.3% (95% CI 79-88%), and the overall specificity was 97.4% (95% CI 97-98%). Simulation of the meta-analysis results divulged that when the true infection rate is 1%, reported rates would be 4%; a true rate of 50%, the reported rates would be 43%. Patient self-assessment strategies in order to fulfill 30-day SSI surveillance misestimate SSI rates and lead to an erroneous overall appreciation of inter-institutional variation. Self-assessment strategies overestimate SSIs rate of institutions with high-quality performance and underestimate rates of poor performance. We propose such strategies be abandoned. Alternative strategies of patient follow-up strategies should be evaluated in order to provide valid and reliable information regarding institutional performance in preventing patient harm.

Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

Science.gov (United States)

Kikas, Eve; Jõgi, Anna-Liisa

2016-01-01

Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

Performance success from self-assessments

International Nuclear Information System (INIS)

Hughes, G.

1996-01-01

This paper provides information on and successes of self-assessments completed at the Callaway plant. It stresses the vital needs and substantial benefits from these continual self-improvement efforts. The Callaway plant staff use a variety of methods and techniques to do self-assessments with the focus on performance outcomes. Self-assessments help Callaway focus on the priority issues and direct resources properly. Callaway's success has been due to this learning culture. The Callaway plant is a Westinghouse four-loop plant in the state of Missouri and has been operational since 1984

Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

Science.gov (United States)

Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

2017-12-04

Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

Assessing Students' Metacognitive Awareness of Reading Strategies.

Science.gov (United States)

Mokhtari, Kouider; Reichard, Carla A.

2002-01-01

Describes development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic materials. After a brief review of the literature, the development and validation…

EXPOSING LEARNERS WITH LEARNING STRATEGIES IN STRATEGY TRAING: ONE OF THE WAYS FOR IMPROVING THEIR STUDY SKILL

Directory of Open Access Journals (Sweden)

Kartika Nuswantara

2009-06-01

Full Text Available Recognizing our own learning strategies is an effective way to help ourselves to self evaluate for what we have done in our own learning. One among other factors leading to a successful learning is due to the effective learning strategies. However, not all learners are aware of what they have been doing in learning, or they even sometimes do not know how to learn. If this is the problem, learning strategy training can be very beneficial for the learners with this problem. Why should be through strategy training? The answer might lie on the fact that strategy is quite amenable to change, and by nature, teachable as well as learneable (Oxford, 1990. In addition, Nuswantara (2008 also found out that the successful learners (i.e. in learning English were triggered by the courage of using various learning strategies, the more varied the learners are willing to try out, the broader the chance for success. Training is the way that can be selected to present to the learners’ various strategies that they can choose and at the same time employ when learning is taken place. Moreover, by means of training, learners are made aware of the strategy, and they can mend their own strategy, as a result, they become more self - directed rather than dependent. This article attempts to frame out from the perspective of how to bring reading strategies that are applicable for handling various reading content texts to the learners, and present the result of a one-group experimental study. Thus, training is prepared for college learners who are inevitably deal with various English content textbooks and the final aim of the training is to improve learners’ study skills. Then, one group experimental study using correlated sample provides some evidences supporting the effectiveness of the training. Specifying on reading strategies, SQ3R that is joined with other learning strategies involving writing activity, annotating a text and paraphrasing/summarizing is exposed to

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

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Malpique Anabela

2017-11-01

Full Text Available We investigated cross-cultural differences in ninth-grade students’ reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (Mage = 14.3; 372 male and 306 female from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA with 12 dependent variables (self-regulated strategies for writing and 2 between-subjects variables (country and gender. There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.

Self-Regulation Strategies Improve Self-Discipline in Adolescents: Benefits of Mental Contrasting and Implementation Intentions

Science.gov (United States)

Duckworth, Angela Lee; Grant, Heidi; Loew, Benjamin; Oettingen, Gabriele; Gollwitzer, Peter M.

2011-01-01

Adolescents struggle with setting and striving for goals that require sustained self-discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the…

The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

Science.gov (United States)

Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

2016-02-01

This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency. © The Author(s) 2016.

Prioritize Improvement Opportunities Identified In Self-Assessment Using Multi-Criteria Fuzzy Group Decision

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Dr.Ghassem Faraj Pour

2015-05-01

Full Text Available ABSTRACT Efforts to improve the quality are one of the prerequisites for the success of individual companies and for the competitiveness of all whole companies. In the field of improvement and excellence business excellence models answer to the question that what the better organization is what goals and concepts they follow and according to what standards they behave. The EFQM excellence model can be transition from multiplicity to unity of different existing models. The most important approaches of these models are self-assessment and identifying improvement areas in an organization. On the other side organizations which are at lower level of total quality management will encounter so many areas to improve when using this model and implementing of self-improvement. Choosing the most important key problems are always the main challenges and because of resource constraints and strategic goals organizations have to prioritize identified improvement opportunities. This paper introduces a model for prioritizing and choosing the most significant improvement opportunities using the organization Business Excellence team members and because the analysis and decision making atmosphere for excellence team members is not generally complete with accurate information it seems using of fuzzy decision can be very helpful.

Effective intervention strategies to improve health outcomes for cardiovascular disease patients with low health literacy skills: a systematic review.

Science.gov (United States)

Lee, Tae Wha; Lee, Seon Heui; Kim, Hye Hyun; Kang, Soo Jin

2012-12-01

Systematic studies on the relationship between health literacy and health outcomes demonstrate that as health literacy declines, patients engage in fewer preventive health and self-care behaviors and have worse disease-related knowledge. The purpose of this study was to identify effective intervention strategies to improve health outcomes in patients with cardiovascular disease and low literacy skills. This study employs the following criteria recommended by Khan Kunz, Keijnen, and Antes (2003) for systematic review: framing question, identifying relevant literature, assessing quality of the literature, summarizing the evidence, and interpreting the finding. A total of 235 articles were reviewed by the research team, and 9 articles met inclusion criteria. Although nine studies were reviewed for their health outcomes, only six studies, which had a positive quality grade evaluation were used to recommend effective intervention strategies. Interventions were categorized into three groups: tailored counseling, self-monitoring, and periodic reminder. The main strategies used to improve health outcomes of low literacy patients included tailored counseling, improved provider-patient interactions, organizing information by patient preference, self-care algorithms, and self-directed learning. Specific strategies included written materials tailored to appropriate reading levels, materials using plain language, emphasizing key points with large font size, and using visual items such as icons or color codes. With evidence-driven strategies, health care professionals can use tailored interventions to provide better health education and counseling that meets patient needs and improves health outcomes. Copyright © 2012. Published by Elsevier B.V.

Defense Logistics Agency Disposition Services Needs to Improve Demilitarization Program Self-Assessment Evaluations - Redacted

Science.gov (United States)

2016-12-20

from mandatory disclosure under the Freedom of Information Act. Defense Logistics Agency Disposition Services Needs to Improve Demilitarization...Project No. D2016-D000RD-0057.000) │ i Results in Brief Defense Logistics Agency Disposition Services Needs to Improve Demilitarization Program Self...Assessment Evaluations Visit us at www.dodig.mil December 20, 2016 Objective Our audit objective was to determine whether the Defense Logistics Agency

The Effectiveness of Cyberprogram 2.0 on Conflict Resolution Strategies and Self-Esteem.

Science.gov (United States)

Garaigordobil, Maite; Martínez-Valderrey, Vanesa

2015-08-01

In recent years, the problem of youth violence has been a cause of increasing concern for educational and mental health professionals worldwide. The main objective of the study was to evaluate experimentally the effects of an anti-bullying/cyberbullying program (Cyberprogram 2.0; Pirámide Publishing, Madrid, Spain) on conflict resolution strategies and self-esteem. A randomly selected sample of 176 Spanish adolescents aged 13-15 years (93 experimental, 83 control) was employed. The study used a repeated measures pretest-posttest design with a control group. Before and after the program (19 one-hour sessions), two assessment instruments were administered: the questionnaire for measuring conflict management message styles and the Rosenberg self-esteem scale. The analyses of covariance of the posttest scores confirmed that the program stimulated an increase of cooperative conflict resolution strategies, a decrease in aggressive and avoidant strategies, and an increase of self-esteem. The change was similar in both sexes. The study provides evidence of the effectiveness of Cyberprogram 2.0 to improve the capacity for conflict resolution and self-esteem. The discussion focuses on the importance of implementing programs to promote socioemotional development and to prevent violence. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning

NARCIS (Netherlands)

Kostons, Danny; van Gog, Tamara; Paas, Fred

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

Directory of Open Access Journals (Sweden)

Nora M. Foerst

2017-07-01

Full Text Available University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a lacked the time to use SRL strategies, (b would not benefit from SRL strategies in the given situation, (c would not be able to put the strategies to use effectively or (d found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies.

Science.gov (United States)

Foerst, Nora M; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2017-01-01

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

Assessment of and Improvement Strategies for the Housing of Healthy Elderly: Improving Quality of Life

Directory of Open Access Journals (Sweden)

I-Ming Feng

2018-03-01

Full Text Available Global population is aging, particularly in developed countries and cities. Through the “Friendly Elderly Cities” and “Aging in Place” initiatives, various countries are making great efforts to improve the welfare and quality of life of the elderly, with the aim of catering to the physical and spiritual health as well as social welfare of the elderly. In this regard, the improvement of the housing environment of the elderly is one of the key factors in their quality of life and health. This study aims to effectively assess and improve the housing environment of the elderly in order to enhance their quality of life; it also aims to contribute the knowledge about improving elderly housing by applying an assessment framework using expert interviews and data collected from relevant literature. Using a mixed Multi-Criteria Decision Analysis model, a combination of the DEMATEL (Decision Making Trial and Evaluation Laboratory-based ANP (Analytic Network Process (DANP and the modified VlseKriterijumska Optimizacija I Kompromisno Resenje (VIKOR methods, and the investigations and assessments in the case study, this study proposes strategies and directions for improving elderly housing. The study results indicate that, as distinct from using traditional methodologies where the hypothesis criteria are mutually independent, the proposed hybrid model (examining real-life problems by considering the mutual influences of factors identifies a priority sequence wherein emphasis is placed on improving ventilation and air quality rather than adjustment of temperature. The systemic way of thinking shifts the focus from the most apparent problems to the root cause of the problems. Doing so avoids any mismatch of resource allocation in decision-making and thus maximizes the efficiency and sustainability of the improvement.

Exploring self-regulatory strategies for eating behaviour in Danish adolescents

DEFF Research Database (Denmark)

Nureeva, Liliya; Brunsø, Karen; Lähteenmäki, Liisa

2016-01-01

– Focusing on improving adolescents’ self-regulatory skills in the domain of eating behaviour is a promising approach in developing future interventions. Originality/value – The present article explores self-regulatory strategies for eating behaviour in adolescence and discusses their relevance.......Purpose – Healthy eating behaviour in adolescence may be negatively affected by lack of self-regulation. The purpose of this paper is to discuss strategies for regulating eating behaviour as formulated by adolescents themselves. Design/methodology/approach – Self-regulatory strategies were elicited...... with concept mapping, which is a group-based method. Three meetings were conducted with each of four school classes in Denmark. Participants in the 12-15-year age group were recruited for the study. At the first meeting, participants had to complete the phrase “Things I can do to ensure my healthy eating are...

Rubric to improve teachers’ self-assessment

Directory of Open Access Journals (Sweden)

Francesca Pedone

2016-07-01

Full Text Available Through this research we focused on features related to teachers’ self-assessment, understood as a systematic process of examination and as a review of the practices put in place by a professional community. This paper documents a research carried out with a group of 144 in-service teachers. In order to allow teachers to become more aware of their own educational and teaching practice, it was decided to design and develop together with them in a cooperative structure, a rubric for self-assessment of their own skills. In final results we can see that the rubric design and development process was for the teachers a moment of analysis, reflection and discussion on professionalism, about the meaning of the actions. Through the rubric, teachers were equipped with the means to identify the strengths and weaknesses of their professional competence. This instrument also facilitated the integration and effective combination of self-assessment and development, looking forward to an organic design of effective and inclusive educational programs.La rubrica per promuovere l’autovalutazione degli insegnantiAttraverso la ricerca presentata si sono voluti mettere a fuoco quegli aspetti legati all’autovalutazione degli insegnanti, intesa come processo sistematico di esame e revisione delle pratiche messe in opera da una comunità professionale. Questo lavoro documenta una ricerca svolta con un gruppo di 144 docenti in servizio. Per consentire agli insegnanti di acquisire maggiore consapevolezza della propria pratica educativa e didattica, si è scelto di progettare e realizzare insieme a loro, in assetto cooperativo, una rubrica per l’autovalutazione dell’efficacia dell’insegnamento. Nei risultati finali si evidenzia come il processo di progettazione e costruzione della rubrica abbia rappresentato per gli insegnanti un momento di analisi, di riflessione e di confronto sulla propria professionalità e sul significato delle azioni compiute. Attraverso

[Health professionals facing hand hygiene improvement: state-of-the-art strategies versus extended strategies].

Science.gov (United States)

Herrera-Usagre, Manuel; Pérez-Pérez, Pastora; Vázquez-Vázquez, Marta; Santana-López, Vicente

2014-10-01

The hand hygiene (HH) is one of the preventive practices more .widely and effectively implemented in the control of healthcare associated infections. However, there are several barriers to compliance. To assess which strategy, state-of-the-art strategies (availability of alcohol-based preparations, posters, instructions and training) or extended strategies (feedbacks, formal and informal leadership), are seen as more effective to improve hand hygiene (HH) compliance. Analytical study using a self-completed questionnaire developed by the World Health Organization. 2,068 questionnaires, completed by healthcare professionals (HP) in Andalusia (Spain), were received from 2010 to 2012. Analytical technique: Structural equation modeling and multi group measurement invariance. Once the reliability of the proposed constructs was achieved (Cronbach α=0.73, 0.84, 0.70), it was found that those HP working in centers with the highest level of commitment with HH are those who see extended strategies as more effective (χ2=298.3, df=39, CFI=0.972, TLI=0.961, RMSEA=0.057, SRMR=0.028). Our results have shown that hospitals' HP, compared to primary care HP, see state-of-the-art strategies as more effective, as well as they give less importance to HH, meanwhile nurses, compared to physicians, see effective both strategies. HP contemplate the combination of state-of-the-art and extended strategies as an effective way to improve the HH compliance. In addition, extended strategies are considered more effective amongst the most "advanced" healthcare settings in terms of their commitment to HH. The results highlight the need for commitment at management, collective and individual level in order to maintain patient safety.

Dental Hygiene Students' Self-Assessment of Ergonomics Utilizing Photography.

Science.gov (United States)

Partido, Brian B

2017-10-01

Due to postural demands, dental professionals are at high risk for developing work-related musculoskeletal disorders (WMSDs). Dental clinicians' lack of ergonomic awareness may impede the clinical application of recommendations to improve their posture. The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental hygiene students' ergonomic scores and accuracy of their ergonomic self-assessments. The study involved a randomized control design and used a convenience sample of all 32 junior-year dental hygiene students enrolled in the autumn 2016 term in The Ohio State University baccalaureate dental hygiene program. Sixteen students were randomly assigned to each of two groups (control and training). At weeks one and four, all participants were photographed and completed ergonomic self-evaluations using the Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks two and three, participants in the training group were photographed again and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were given ergonomic scores by three raters. Students' self-assessments in the control group and faculty evaluations of the training group showed significant improvement in scores over time (F(1,60)=4.25, p<0.05). In addition, the accuracy of self-assessment significantly improved for students in the training group (F(1,30)=8.29, p<0.01). In this study, dental hygiene students' self-assessments using photographs resulted in improvements in their ergonomic scores and increased accuracy of their ergonomic self-assessments. Any improvement in ergonomic score or awareness can help reduce the risks for WMSDs, especially among dental clinicians.

Benefits from self-assessments in nuclear stations

International Nuclear Information System (INIS)

Hamlin, K.W.

1996-01-01

Effective self-assessment is an essential characteristic of any top-performing organization. It is vital to the success of a commercial nuclear facility. It must be challenging. When done well, it clearly contributes to continuous improvement. A focus on self-assessments in nuclear stations helps define the terminology. An assessment done by an external organization usually fails to provide the added benefits and learning that result from actually performing the self-assessment, from actually experiencing the challenges of a critical self-examination

Procedures for self-assessment of operational safety

International Nuclear Information System (INIS)

1997-08-01

Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and and the safety culture as a whole. The concepts developed in this report present the basic approach to self-assessment taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject

Self-assessment and goal-setting is associated with an improvement in interviewing skills.

Science.gov (United States)

Hanley, Kathleen; Zabar, Sondra; Charap, Joseph; Nicholson, Joseph; Disney, Lindsey; Kalet, Adina; Gillespie, Colleen

2014-01-01

Describe the relationship between medical students' self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course. 157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills - those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1-10 and then increased significantly at week 17. For those whose SAGS remained 'poor' in weeks 1-10, interviewing skills declined in weeks 10-17. In general, the quality of students' SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.

Respiratory therapists and critical-thinking behaviors: a self-assessment.

Science.gov (United States)

Goodfellow, L T

2001-01-01

The purpose of this study was to assess critical-thinking behaviors of respiratory therapists through self-report. Using a quantitative survey research method, respiratory therapists rated themselves on seven critical thinking skills. The effects of personal variables on the self-assessments were also investigated. The respiratory therapists self-assessed their critical-thinking behaviors highest in the categories of prioritizing, troubleshooting, and communicating. Anticipating was self-assessed as the lowest-ranked critical-thinking behavior. Age and educational level were found to have no effect on the self-assessed behaviors, while years of experience in respiratory care and gender were found to affect self-assessed troubleshooting, decision making, and anticipating. The results of this study suggest that educators and clinicians should consider learning strategies that incorporate the use of experience when targeting novice practitioners.

[Relationship between self-directed learning with learning styles and strategies in medical students].

Science.gov (United States)

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-11-01

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

[ISMP-Spain questionnaire and strategy for improving good medication practices in the Andalusian health system].

Science.gov (United States)

Padilla-Marín, V; Corral-Baena, S; Domínguez-Guerrero, F; Santos-Rubio, M D; Santana-López, V; Moreno-Campoy, E

2012-01-01

To describe the strategy employed by Andalusian public health service hospitals to foster safe medication use. The self-evaluation questionnaire on drug system safety in hospitals, adapted by the Spanish Institute for Safe Medication Practices was used as a fundamental tool to that end. The strategy is developed in several phases. We analyse the report evaluating drug system safety in Andalusian public hospitals published by the Spanish Ministry of Health and Consumption in 2008 and establish a grading system to assess safe medication practices in Andalusian hospitals and prioritise areas needing improvement. We developed a catalogue of best practices available in the web environment belonging to the Andalusian health care quality agency's patient safety observatory. We publicised the strategy through training seminars and implemented a system allowing hospitals to evaluate the degree of compliance for each of the best practices, and based on that system, we were able to draw up a map of centres of reference. We found areas for improvement among several of the questionnaire's fundamental criteria. These areas for improvement were related to normal medication procedures in daily clinical practice. We therefore wrote 7 best practice guides that provide a cross-section of the assessment components of the questionnaire related to the clinical process needing improvement. The self-evaluation questionnaire adapted by ISMP-Spain is a good tool for designing a systematic, rational intervention to promote safe medication practices and intended for a group of hospitals that share the same values. Copyright © 2011 SEFH. Published by Elsevier Espana. All rights reserved.

Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education.

Science.gov (United States)

Núñez, José Carlos; Cerezo, Rebeca; Bernardo, Ana; Rosário, Pedro; Valle, Antonio; Fernández, Estrella; Suárez, Natalia

2011-04-01

This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.

"The Reliability, Validity, and Utility of Self-Assessment"

Directory of Open Access Journals (Sweden)

John A. Ross

2006-11-01

Full Text Available Despite widespread use of self-assessment, teachers have doubts about the value and accuracy of the technique. This article reviews research evidence on student self-assessment, finding that (1 self-assessment produces consistent results across items, tasks, and short time periods; (2 self-assessment provides information about student achievement that corresponds only in part to the information generated by teacher assessments; (3 self-assessment contributes to higher student achievement and improved behavior. The central finding of this review is that (4 the strengths of self-assessment can be enhanced through training students how to assess their work and each of the weaknesses of the approach (including inflation of grades can be reduced through teacher action.

Effects of rational emotive behavior therapy for senior nursing students on coping strategies and self-efficacy.

Science.gov (United States)

Kim, Myung Ah; Kim, Jiyoung; Kim, Eun Jung

2015-03-01

Senior nursing students are faced with various types of stressful events such as taking the national licensure exam or finding employment. Such stress can generate maladaptive behaviors as well as physical and psychological symptoms. There is evidence supporting the use of rational emotive behavior therapy (REBT) for reducing disruptive behaviors and negative emotions as well as improving self-efficacy and stress-coping strategies. The purpose of this study is to examine the effects of rational emotive behavior therapy (REBT) on stress coping strategies and self-efficacy for senior nursing students. Thirty-four senior nursing students in a nursing college were assigned randomly to an experimental group (n=18) and a control group (n=16). The REBT program consisted of 8 sessions, and it was implemented for a 4-week period. Outcome measures assessed stress-coping strategies and self-efficacy before and after intervention. After intervention with REBT, the mean difference scores for self-efficacy (p=.032) were significantly higher in the experimental group than in the control group. However, the mean difference scores for seeking social support (p=.166), problem solving (p=.126), and avoidance (p=.154) in stress-coping strategies were not significantly different between the two groups. The results imply that group counseling based on REBT enhances the self-efficacy among senior nursing students before graduation. As regards stress coping strategies, a longer intervention period is suggested. Copyright © 2014 Elsevier Ltd. All rights reserved.

Self-assessment and goal-setting is associated with an improvement in interviewing skills

Directory of Open Access Journals (Sweden)

Kathleen Hanley

2014-07-01

Full Text Available Purpose: Describe the relationship between medical students’ self-assessment and goal-setting (SAGS skills and development of interviewing skills during the first-year doctoring course. Method: 157 first-year medical students completed three two-case standardized patient (SP interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. Results: SAGS improved over time (37% good week 1 vs. 61% good week 10. Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills – those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024. For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1–10 and then increased significantly at week 17. For those whose SAGS remained ‘poor’ in weeks 1–10, interviewing skills declined in weeks 10–17. Conclusions: In general, the quality of students’ SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.

SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH

Directory of Open Access Journals (Sweden)

Arni Sukmiarni

2015-12-01

Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

Self-Assessment among Young Learners of English

Directory of Open Access Journals (Sweden)

Arni Sukmiarni

2015-12-01

Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

Can Source Triangulation Be Used to Overcome Limitations of Self-Assessments? Assessing Educational Needs and Professional Competence of Pharmacists Practicing in Qatar.

Science.gov (United States)

Kheir, Nadir; Al-Ismail, Muna Said; Al-Nakeeb, Reem

2017-01-01

-designed rubrics or other strategies to empower and to better inform respondents and subsequently improve their ability to self-assess their competencies.

Improved self- and external assessment of the clinical abilities of medical students through structured improvement measures in an internal medicine bedside course

Directory of Open Access Journals (Sweden)

Fünger, S. M.

2016-08-01

Full Text Available Background: Bedside courses are of outstanding importance when training medical students. The fact that less and less teaching is taking place nowadays at the patient's bedside makes it all the more important that the available time be put to effective use. The aim of this study was to check whether structured improvement measures in the course (scripts, lecturer briefing, e-learning cases would improve the abilities of the students on the basis of a subjective self-assessment as well as an external assessment by the lecturers with respect to clinical abilities. Methods: Bedside teaching takes place in the fourth study year in the Medical Clinics of the TU Munich. Both students and lecturers had the chance to hand in an anonymous, quantitative self- and external assessment of the clinical abilities of the students (German grading system after every course date. This assessment took place online in the three categories "Medical history & examination", "Diagnosis" and "Therapy". An overall period of four semesters, each with 6 course dates, was investigated. After two of the total of four semesters in the study, the course was changed by introducing scripts, lecturer briefing as well as interactive e-learning cases. The self- and external assessment was compared both within the semester (date 1-3: A; date 4-6: B, during the course as well as before and after introducing the improvement measures ("before" (T0: SS 2012, SS 2013, "after" (T1: WS 2013/2014, SS 2014.Results: There was a significant improvement in one's own abilities on the basis of the self-assessment within each semester when comparing the first (A and the last (B course dates. Moreover, there was a significant improvement in the performances in all three categories when T0 was compared with T1, from both the point of view of the students ("Medical history & examination": T0 =2.5±0.9, T1=2.2±0.7, pp<0.001; "Diagnosis" T0=3.1±1.0, T1=2.8 ±0.9, pp<0.001; "Therapy": T0=3.8±1.3, T1

Economics of paternalism: the hidden costs of self-commanding strategies

Directory of Open Access Journals (Sweden)

Christophe Salvat

2015-11-01

Full Text Available The paper proposes an economic assessment of paternalism by comparing different alternative responses to dynamically inconsistent behaviors consecutive to hyperbolic discounting. Two main types of action are possible, self-commanding strategies and paternalism The first category includes personal rules and pre-commitment The second can be subcategorized between coercive and non-coercive forms of paternalism, which are respectively associated (although it is debatable with legal paternalism and with ‘nudges’. Despite being self-inflicted, self-commanding strategies are actually not cost free and can result in a dramatic cutback of people’s freedom of choice. Likewise, legal paternalism can, on occasion, be less harmful than personal rules or pre-commitment; similarly, nudges can be more invasive and less effective than their proponents want us to believe. The aim of this paper is not to propose any standardized form of response to irrational behavior (whatever that may mean but to argue, on the contrary, that every case should be individually appraised. Individual situations can be remedied by self-commanding strategies or by paternalistic policies, either in isolation or in combination.

Simulation-based team training improved the self-assessed ability of physicians, nurses and midwives to perform neonatal resuscitation.

Science.gov (United States)

Malmström, B; Nohlert, E; Ewald, U; Widarsson, M

2017-08-01

The use of simulation-based team training in neonatal resuscitation has increased in Sweden during the last decade, but no formal evaluation of this training method has been performed. This study evaluated the effect of simulation-based team training on the self-assessed ability of personnel to perform neonatal resuscitation. We evaluated a full-day simulation-based team training course in neonatal resuscitation, by administering a questionnaire to 110 physicians, nurses and midwives before and after the training period. The questionnaire focused on four important domains: communication, leadership, confidence and technical skills. The study was carried out in Sweden from 2005 to 2007. The response rate was 84%. Improvements in the participants' self-assessed ability to perform neonatal resuscitation were seen in all four domains after training (p technical skills domain compared to experienced personnel (p = 0.001). No differences were seen between professions or time since training in any of the four domains. Personnel with less previous experience with neonatal resuscitation showed improved confidence (p = 0.007) and technical skills (p = 0.003). A full-day course on simulation-based team training with video-supported debriefing improved the participants' self-assessed ability to perform neonatal resuscitation. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Integrated reactive self-assessment for programmatic learning

International Nuclear Information System (INIS)

Corcoran, W.R.

1996-01-01

This paper presents a generalized method for using reactive self-assessment. The application is to programmatic learning involving the integration of reactive self-assessment results over a period of time. This paper also presents some of the results of one application of the process. Self-assessment, in general, is the assessment conducted or sponsored by an individual or organization of its own activities for the purpose of detecting improvement opportunities, either of the corrective or the enhancement types. Reactive self-assessment is a self-assessment activity conducted in reaction to a shortfall event. An integrative reactive self-assessment is a self-assessment that integrates a set of reactive self-assessment results. Programmatic learning is increasing the knowledge base in a program area. Self-assessment, in general, and reactive self-assessment, in particular, are required by federal quality requirements. One such program area is nuclear power plant testing, which is also required by federal quality requirements. Any program area could have been selected, but this one was selected because it was involved in the Chernobyl accident, the most consequential nuclear power accident up until the time of this writing. Other consequential accidents involving nuclear power plant testing were the Browns Ferry fire and the Salem overspeed event. (The author, of course, does not conduct nuclear power plant testing but is doing a self-assessment as if he were acting for an organization that did testing.)

Promoting Physicians' Self-Assessment and Quality Improvement: The ABIM Diabetes Practice Improvement Module

Science.gov (United States)

Holmboe, Eric S.; Meehan, Thomas P.; Lynn, Lorna; Doyle, Paula; Sherwin, Tierney; Duffy, F. Daniel

2006-01-01

Introduction: The American Board of Internal Medicine (ABIM) recognized that certification and recertification must be based on an assessment of performance in practice as well as an examination of medical knowledge. Physician self-assessment of practice performance is proposed as one method that certification boards may use to evaluate competence…

Relationship Between Self-Management Strategy and Self-Efficacy Among Staff of Ardabil Disaster and Emergency Medical Management Centers

Directory of Open Access Journals (Sweden)

Mohammad Taghi Amini

2018-01-01

Conclusion: In general, considering that job stress, safety behavior and self-management predictive self-efficacy of emergency staff. Individuals with high self-efficacy wait for the desired outcomes of their performance. So by giving stress management training and applying their safety principles and strategies, targeting can create a sense of self-efficacy such that a person can withstand persistent efforts to overcome obstacles. Improving working conditions also plays an effective role in increasing productivity.

Teaching strategies for self-care of the intestinal stoma patients

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Janaína da Silva

2014-04-01

Full Text Available Teaching self-care must ensure the intestinal stoma patient more independence concerning the family and health professionals. The planning involves the assessment of the clinical and socio-demographic data, and the conditions for the self-care. This study aimed at identifying strategies to teach self-care for intestinal stoma patients in the scientific production. We used an integrative review on MEDLINE, PUBMED, LILACS, CINAHL and COCHRANE bases from 2005 to 2011, 7 papers were selected. In the perioperative teaching, multimedia, telephone follow-up, personal meetings, interactive material through the Internet were used, besides the continuing education of the health professionals. These different strategies profess the needs of each individual that promote self-care learning about the surgery and its consequences, skills development and the necessary adaptation of the condition of a stoma patient. The nurse needs to have technical and scientific knowledge on surgical technique, demarcation, treatment, complications, and skills for the teaching of self-care.

A systematic review of hand hygiene improvement strategies: a behavioural approach

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Huis Anita

2012-09-01

Full Text Available Abstract Background Many strategies have been designed and evaluated to address the problem of low hand hygiene (HH compliance. Which of these strategies are most effective and how they work is still unclear. Here we describe frequently used improvement strategies and related determinants of behaviour change that prompt good HH behaviour to provide a better overview of the choice and content of such strategies. Methods Systematic searches of experimental and quasi-experimental research on HH improvement strategies were conducted in Medline, Embase, CINAHL, and Cochrane databases from January 2000 to November 2009. First, we extracted the study characteristics using the EPOC Data Collection Checklist, including study objectives, setting, study design, target population, outcome measures, description of the intervention, analysis, and results. Second, we used the Taxonomy of Behavioural Change Techniques to identify targeted determinants. Results We reviewed 41 studies. The most frequently addressed determinants were knowledge, awareness, action control, and facilitation of behaviour. Fewer studies addressed social influence, attitude, self-efficacy, and intention. Thirteen studies used a controlled design to measure the effects of HH improvement strategies on HH behaviour. The effectiveness of the strategies varied substantially, but most controlled studies showed positive results. The median effect size of these strategies increased from 17.6 (relative difference addressing one determinant to 49.5 for the studies that addressed five determinants. Conclusions By focussing on determinants of behaviour change, we found hidden and valuable components in HH improvement strategies. Addressing only determinants such as knowledge, awareness, action control, and facilitation is not enough to change HH behaviour. Addressing combinations of different determinants showed better results. This indicates that we should be more creative in the application of

Self-assessment of ergonomics amongst dental students utilising photography: RCT.

Science.gov (United States)

Partido, B B; Wright, B M

2018-03-02

Dental professionals are at high risk of musculoskeletal disorders (MSDs) due to static working positions for extended periods of time. Musculoskeletal pain has been identified as early as during their entry-level dental education. The purpose of this study was to determine whether feedback involving photography and self-assessment would improve ergonomic scores and the accuracy of ergonomic self-assessments amongst dental students. The study involved a randomised control design of 135 dental students. At weeks 1 and 4, participants were photographed, and at weeks 1 through 4, participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks 2 and 3, participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were evaluated for ergonomic scores by two raters. A mixed-design ANOVA of ergonomic scores revealed that ergonomic scores improved for all students who received the ergonomics training (F(1,254)=17.41, P < .001). In addition, a mixed-design ANOVA of kappa coefficient values between student and rater scores revealed that the accuracy of self-assessments improved for all students who received the ergonomics training (F(1,127)=6.33, P < .05). The use of photographs and self-assessment provides dental and dental hygiene educators with a pragmatic method to improve self-assessment skills, increase student awareness of any postural deviations from ideal and improve musculoskeletal health. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Does reading strategy instruction improve students’ comprehension?

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Oyetunji, Christianah Oluwatoyin

2013-12-01

Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.

Non-oblivious Strategy Improvement

Science.gov (United States)

Fearnley, John

We study strategy improvement algorithms for mean-payoff and parity games. We describe a structural property of these games, and we show that these structures can affect the behaviour of strategy improvement. We show how awareness of these structures can be used to accelerate strategy improvement algorithms. We call our algorithms non-oblivious because they remember properties of the game that they have discovered in previous iterations. We show that non-oblivious strategy improvement algorithms perform well on examples that are known to be hard for oblivious strategy improvement. Hence, we argue that previous strategy improvement algorithms fail because they ignore the structural properties of the game that they are solving.

Team Self-Assessment: Problem Solving for Small Workgroups.

Science.gov (United States)

LoBue, Robert

2002-01-01

Describes team self-assessment, a task force approach involving frontline workers/supervisors in solving problems or improving performance. Provides examples and discusses its theoretical bases: control self-assessment, Belbin's team roles research, and the team climate inventory. (Contains 23 references.) (SK)

A Journey Through Self-Assessment, Learning, and Continous Improvement

DEFF Research Database (Denmark)

Jørgensen, Frances

The main objective of the research presented in this thesis is to describe and understand the process and effects of facilitated Continuos Improvement (CI) on group learning in order to infer actionable CI implementation knowledge. In order to fulfil this objective, a longitudinal study....... The thesis also includes brief overviews of the relevant leterature, including continuos improvement, self-assesment, group and organizational learning, and organizational culture....

Self-assessment of the competences in occupational medicine as an instrument for improving postgraduate training.

Science.gov (United States)

Boczkowski, A

2000-01-01

The main goal of the postgraduate training in occupational medicine is to make already experienced students develop appropriate competences to deal with health problems existing and emerging in the realities of different spheres of occupational health. The task requires checking on and evaluation of the students' learning process and its results. Thirteen types of competence transmitted to the students were made the points of reference in a special self-assessment questionnaire. The respondents were asked to assess the contribution of particular lectures and seminars to the acquirement or improvement of each type of competence. The results obtained in a group of students suggest that some modifications and improvements in the educational objectives and programmes should be introduced.

Training simulated patients: evaluation of a training approach using self-assessment and peer/tutor feedback to improve performance

Directory of Open Access Journals (Sweden)

Abdullah Juriah

2009-06-01

Full Text Available Abstract Background Most medical schools use simulated patients (SPs for teaching. In this context the authenticity of role play and quality of feedback provided by SPs is of paramount importance. The available literature on SP training mostly addresses instructor led training where the SPs are given direction on their roles. This study focuses on the use of peer and self evaluation as a tool to train SPs. Methods SPs at the medical school participated in a staff development and training programme which included a self-assessment of their performance while observing video-tapes of their role play using a structured guide and b peer group assessment of their performance under tutor guidance. The pre and post training performance in relation to authenticity of role play and quality of feedback was blindly assessed by students and tutors using a validated instrument and the scores were compared. A focus group discussion and a questionnaire assessed acceptability of the training programme by the SPs. Results The post-training performance assessment scores were significantly higher (p Conclusion Use of structured self-reflective and peer-interactive, practice based methods of SP training is recommended to improve SP performance. More studies on these methods of training may further refine SP training and lead to improvement of SP performance which in turn may positively impact medical education.

Communication strategies to improve HIV treatment adherence.

Science.gov (United States)

Rochon, Donna; Ross, Michael W; Looney, Carol; Nepal, Vishnu P; Price, Andrea J; Giordano, Thomas P

2011-01-01

Although antiretroviral therapy has increased the survival of HIV-positive patients, traditional approaches to improving medication adherence have failed consistently. Acknowledging the role of communication in health behavior, we conducted a qualitative study to learn about patients' HIV treatment adherence experiences and to identify which communication strategies might influence adherence. Findings indicate that five constructs--cultural beliefs/language, stigma, cues to action, self-efficacy, and mood state--are potentially modifiable by improved communication. Results will be used to create a direct marketing campaign targeted to HIV-infected patients. Copyright © Taylor & Francis Group, LLC

Using Growing Self-Organising Maps to Improve the Binning Process in Environmental Whole-Genome Shotgun Sequencing

Science.gov (United States)

Chan, Chon-Kit Kenneth; Hsu, Arthur L.; Tang, Sen-Lin; Halgamuge, Saman K.

2008-01-01

Metagenomic projects using whole-genome shotgun (WGS) sequencing produces many unassembled DNA sequences and small contigs. The step of clustering these sequences, based on biological and molecular features, is called binning. A reported strategy for binning that combines oligonucleotide frequency and self-organising maps (SOM) shows high potential. We improve this strategy by identifying suitable training features, implementing a better clustering algorithm, and defining quantitative measures for assessing results. We investigated the suitability of each of di-, tri-, tetra-, and pentanucleotide frequencies. The results show that dinucleotide frequency is not a sufficiently strong signature for binning 10 kb long DNA sequences, compared to the other three. Furthermore, we observed that increased order of oligonucleotide frequency may deteriorate the assignment result in some cases, which indicates the possible existence of optimal species-specific oligonucleotide frequency. We replaced SOM with growing self-organising map (GSOM) where comparable results are obtained while gaining 7%–15% speed improvement. PMID:18288261

Self-assessment of operational safety for nuclear power plants

International Nuclear Information System (INIS)

1999-12-01

Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and the safety culture as a whole. Although the primary beneficiaries of the self-assessment process are the plant and operating organization, the results of the self-assessments are also used, for example, to increase the confidence of the regulator in the safe operation of an installation, and could be used to assist in meeting obligations under the Convention on Nuclear Safety. Such considerations influence the form of assessment, as well as the type and detail of the results. The concepts developed in this report present the basic approach to self-assessment, taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject. This report will be used in IAEA sponsored workshops and seminars on operational safety that include the topic of self-assessment

Quality of life and mental health among parents of children with cerebral palsy: the influence of self-efficacy and coping strategies.

Science.gov (United States)

Guillamón, Noemí; Nieto, Ruben; Pousada, Modesta; Redolar, Diego; Muñoz, Elena; Hernández, Eulàlia; Boixadós, Mercè; Gómez-Zúñiga, Benigna

2013-06-01

To explore the quality of life and mental health of caregivers of children with cerebral palsy and to examine the impact of self-efficacy and coping strategies on these outcomes. Few studies analyse the impact of caring for a child with cerebral palsy on the caregivers' quality of life besides mental health. Also, less attention has been paid to the influence of caregiver's personal resources like self-efficacy or coping strategies on how they adjust to the child's illness and the care situation. Cross-section correlational design. Sixty two parents of children with cerebral palsy completed measures to assess the quality of life (i.e. physical, environmental and social relationships), mental health (i.e. general mental health, depression and anxiety), self-efficacy and coping strategies. Parents of children with cerebral palsy had, in general terms, low levels of quality of life and mental health. Self-efficacy was related to most of the outcomes, whereas any of the coping strategies assessed was significantly related to the outcomes. Quality of life and mental health can be affected in caregivers of children with CP. Personal resources like self-efficacy also need attention as they can help in the understanding of the differences in these outcomes and the design of effective interventions. RELEVANCE OF CLINICAL PRACTICE: Self-efficacy should be a key element in interventions addressed to parents of children with CP to elicit a process of empowerment that can improve the well-being of the family as a whole. © 2013 Blackwell Publishing Ltd.

Development of Mathematics Learning Strategy Module, Based on Higher Order Thinking Skill (Hots) To Improve Mathematic Communication And Self Efficacy On Students Mathematics Department

Science.gov (United States)

Andriani, Ade; Dewi, Izwita; Halomoan, Budi

2018-03-01

In general, this research is conducted to improve the quality of lectures on mathematics learning strategy in Mathematics Department. The specific objective of this research is to develop learning instrument of mathematics learning strategy based on Higher Order Thinking Skill (HOTS) that can be used to improve mathematical communication and self efficacy of mathematics education students. The type of research is development research (Research & Development), where this research aims to develop a new product or improve the product that has been made. This development research refers to the four-D Model, which consists of four stages: defining, designing, developing, and disseminating. The instrument of this research is the validation sheet and the student response sheet of the instrument.

Changes in executive functions and self-efficacy are independently associated with improved usual gait speed in older women

Directory of Open Access Journals (Sweden)

Hsu Chun

2010-05-01

Full Text Available Abstract Background Improved usual gait speed predicts substantial reduction in mortality. A better understanding of the modifiable factors that are independently associated with improved gait speed would ensure that intervention strategies are developed based on a valid theoretical framework. Thus, we examined the independent association of change in executive functions and change in falls-related self-efficacy with improved gait speed among community-dwelling senior women. Methods A secondary analysis of the 135 senior women aged 65 to 75 years old who completed a 12-month randomized controlled trial of resistance training. Usual gait speed was assessed using a 4-meter walk. Three executive processes were assessed by standard neuropsychological tests: 1 set shifting; 2 working memory; and 3 selective attention and response inhibition. A linear regression model was constructed to determine the independent association of change in executive functions and falls-related self-efficacy with change in gait speed. Results Improved selective attention and conflict resolution, and falls-related self-efficacy, were independently associated with improved gait speed after accounting for age, global cognition, baseline gait speed, and change in quadriceps strength. The total variance explained was 24%. Conclusions Interventions that target executive functions and falls-related self-efficacy, in addition to physical functions, to improve gait speed may be more efficacious than those that do not. Trial Registration ClinicalTrials.gov Identifier: NCT00426881

Self-leadership and volition: distinct and potentially supplemental constructs?

Science.gov (United States)

Heiss, Christian; Ziegler, Matthias; Engbert, Kai; Gröpel, Peter; Brand, Ralf

2010-10-01

Self-leadership and volition are conceptually similar concepts. Both propose self-influence strategies that aim to improve the motivation and self-direction necessary to perform well. The present study assesses whether self-leadership strategies maintain construct-specific variance when compared with the similar strategies of volition. Results from a questionnaire study (N=320) indicate that self-leadership and volitional strategies are distinguishable and only moderately (r = .33) correlated. Self-leadership, therefore, supplements volition during goal attainment. Findings are discussed in light of the Rubicon model of action phases.

Increasing Memory Self-Efficacy and Strategy Use in Hispanic Elders.

Science.gov (United States)

McDougall, Graham J

1998-01-01

This study tested the effects of a 4-week, nine-session group intervention taught in Spanish to Hispanic older adults entitled "Quieres Mejorar Tu Memoria" (Do you wish to improve your memory?). The program was based on Bandura's self-efficacy theory and was designed to increase memory self-efficacy and strategy use. A total of 33 older adults attending a senior center (mean--age = 69 years; education = 5 years; MMSE = 25) participated in the study. A booster session and a post-test were given at 3 months to the intervention group (n=22). At posttest the intervention reported greater confidence in preventing decline in their memories, and in particular greater use of the internal strategy of elaboration (2.99 vs. 3.41), and the external strategies of list (2.55 vs. 3.38) and note (3.27 vs. 3.75).

The 3R study strategy to improve text retention and text comprehension

NARCIS (Netherlands)

Reijners, Pauline; Kester, Liesbeth; Wetzels, Sandra; Kirschner, Paul A.

2013-01-01

Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2013, 27 August). The 3R study strategy to improve text retention and text comprehension. In B. Klein (Chair), Effective Learning Strategies and their Usage in Self-regulated Training Programs and Computer-Based Learning.

Non-oblivious Strategy Improvement

OpenAIRE

Fearnley, John

2010-01-01

We study strategy improvement algorithms for mean-payoff and parity games. We describe a structural property of these games, and we show that these structures can affect the behaviour of strategy improvement. We show how awareness of these structures can be used to accelerate strategy improvement algorithms. We call our algorithms non-oblivious because they remember properties of the game that they have discovered in previous iterations. We show that non-oblivious strategy improvement algorit...

Video Self-Modeling as an Intervention Strategy for Individuals with Autism Spectrum Disorders

Science.gov (United States)

Gelbar, Nicholas W.; Anderson, Candace; McCarthy, Scott; Buggey, Tom

2012-01-01

Video self-modeling demonstrates promise as an intervention strategy to improve outcomes in individuals with autism spectrum disorders. This article summarizes the empirical evidence supporting the use of video self-modeling with individuals with autism spectrum disorders to increase language and communication, increase social skills, modify…

Improving the detection of illicit substance use in preoperative anesthesiological assessment.

Science.gov (United States)

Kleinwächter, R; Kork, F; Weiss-Gerlach, E; Ramme, A; Linnen, H; Radtke, F; Lütz, A; Krampe, H; Spies, C D

2010-01-01

Illicit substance use (ISU) is a worldwide burden, and its prevalence in surgical patients has not been well investigated. Co-consumption of legal substances, such as alcohol and tobacco, complicates the perioperative management and is frequently underestimated during routine preoperative assessment. The aim of this study was to compare the anesthesiologists' detection rate of ISU during routine preoperative assessment with a computerized self-assessment questionnaire. In total, 2,938 patients were included in this study. Prior to preoperative assessment, patients were asked to complete a computer-based questionnaire that addressed ISU, alcohol use disorder (AUDIT), nicotine use (Fagerström) and socio-economic variables (education, income, employment, partnership and size of household). Medical records were reviewed, and the anesthesiologists' detection of ISU was compared to the patients' self-reported ISU. Seven point five percent of patients reported ISU within the previous twelve months. ISU was highest in the age group between 18 and 30 years (26.4%; P<0.01). Patients reporting ISU were more often men than women (P<0.01), smokers (P<0.01) and tested positive for alcohol use disorder (P<0.01). Anesthesiologists detected ISU in one in 43 patients, whereas the computerized self-assessment reported it in one in 13 patients. The detection was best in the subgroup self-reporting frequent ISU (P<0.01). Anesthesiologists underestimate the prevalence of ISU. Computer-based self-assessment increases the detection of ISU in preoperative assessment and may decrease perioperative risk. More strategies to improve the detection of ISU as well as brief interventions for ISU are required in preoperative assessment clinics.

Assessing medical students' self-regulation as aptitude in computer-based learning.

Science.gov (United States)

Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

2011-03-01

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

THE EXPLICIT COMPREHENSION-STRATEGY INSTRUCTION: QUESTION-ANSWER RELATIONSHIP VS SELF-QUESTIONING

Directory of Open Access Journals (Sweden)

Lalu Thohir

2017-12-01

Full Text Available This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR and Self-Questioning (SQ strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of three classes of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehension strategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction. On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions.

A systematic review of the effectiveness of stroke self-management programs for improving function and participation outcomes: self-management programs for stroke survivors

NARCIS (Netherlands)

Warner, G.; Packer, T.L.; Villeneuve, M.; Audulv, A.; Versnel, J.

2015-01-01

PURPOSE: A systematic review of stroke self-management programs was conducted to: (i) identify how many and what self-management support strategies were included in stroke self-management interventions and (ii) describe whether self-management programs effectively improved outcomes, focusing

Differences in academic achievement according to the levels of cognitive and of self-regulation strategies

Directory of Open Access Journals (Sweden)

Antonio Valle

2013-08-01

Full Text Available Understanding study as a strategic and self-regulated activity and having in mind the distinction between cognitive and self-regulated learning strategies suggested in the literature, this paper analyses whether the differences in the use of this kind of strategies leads to different levels of academic achievement. Data were collected using a sample of 447 (12 to 16 years-old students from Spanish Secondary Compulsive Education. Various instruments were applied to assess students’ cognitive and self-regulated learning strategies. Students’ marks in Maths, Spanish, English (Foreign language, Science, Social studies and Music were taken as indicators of academic achievement. Data suggest that the more students use cognitive and self-regulated learning strategies in a specifi c subject the better their level of achievement in that same subject.

Role confusion and self-assessment in interprofessional trauma teams.

Science.gov (United States)

Steinemann, Susan; Kurosawa, Gene; Wei, Alexander; Ho, Nina; Lim, Eunjung; Suares, Gregory; Bhatt, Ajay; Berg, Benjamin

2016-02-01

Trauma care requires coordinating an interprofessional team, with formative feedback on teamwork skills. We hypothesized nurses and surgeons have different perceptions regarding roles during resuscitation; that nurses' teamwork self-assessment differs from experts', and that video debriefing might improve accuracy of self-assessment. Trauma nurses and surgeons were surveyed regarding resuscitation responsibilities. Subsequently, nurses joined interprofessional teams in simulated trauma resuscitations. After each resuscitation, nurses and teamwork experts independently scored teamwork (T-NOTECHS). After video debriefing, nurses repeated T-NOTECHS self-assessment. Nurses and surgeons assumed significantly more responsibility by their own profession for 71% of resuscitation tasks. Nurses' overall T-NOTECHS ratings were slightly higher than experts'. This was evident in all T-NOTECHS subdomains except "leadership," but despite statistical significance the difference was small and clinically irrelevant. Video debriefing did not improve the accuracy of self-assessment. Nurses and physicians demonstrated discordant perceptions of responsibilities. Nurses' self-assessment of teamwork was statistically, but not clinically significantly, higher than experts' in all domains except physician leadership. Copyright © 2016 Elsevier Inc. All rights reserved.

Hubungan Self Assessment-Peer Assessment dengan Nilai Kelulusan OSCE Mahasiswa Fakultas Kedokteran Unisba

Directory of Open Access Journals (Sweden)

Santun Bhekti Rahimah

2017-02-01

 students clinical competency comprehensively and consistently. It can also used as medium to improve the learning process. Feedback for student performance can be done trough self-assessment or peer assessment done by other students. Self and peer assessment are expected to enhance the ability of students to see the purpose of learning, improve self-confidence, the ability to think critically and act right in an examination. The aim of this study was to find the relationship between self assessment and peer assessment of the OSCE final mark of second and fourth grade student at Medical Faculty, Bandung Islamic University academic year 2012/2013. The OSCE mark used were taken from December 2012–June 2013, while the self and peer assessment carried out after the OSCE finished. Self assessment were done by students themselves, while peer assessment obtained from five persons which have been in one group with subject. Results showed that for second grade student showed there was significant correlation between self-assessment and peer assessment and OSCE's mark value (p<0.001 with the direction of the relationship was positive and had moderate strength (R=0.426. Fourth grade students showed significant correlation only between self-assessment and OSCE's mark value (p<0.001 with moderate strength (R=0.451. There was no significant relation between the assessment of peer assessment and OSCE's mark value. In clonclusion, self assessment correlated positively to OSCE's mark value for second and fourth grade students. Peer assessment correlated positively to the passing scores for second grade student. Self assessment had a positive correlation to peer assessment for second and fourth grade medical students.

Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

Science.gov (United States)

Yang, Pei-Ling; Wang, Ai-Ling

2015-01-01

The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

Academic Self-Presentation Strategies and Popularity in Middle School

Science.gov (United States)

Zook, Joan M.; Russotti, Justin M.

2013-01-01

This study examined early adolescents' beliefs about which academic self-presentation strategies hypothetical hard-working, high-achieving students should use with popular peers, adolescents' own use of self-presentation strategies, and links between popularity and self-presentation strategies. In response to scenarios in which popular classmates…

Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning strategy

Directory of Open Access Journals (Sweden)

M Sudirman

2017-12-01

Full Text Available This research is quasi experiment with control group pretest-postest design. The sampel in this research using the techique of purposive sampling so the samples used were two classes of the 11th grade students of SMAN 14 Bandung in the academic year 2017/2018. The experiment group uses saintific approach using Quantum Learning strategy and control group uses saintific approach. In collecting the data the researcher will use the test of problem solving ability and self regulated learning as the instrument. The aims of this research are to:1find out the improvement of students mathematical problem solving through scientific approach using Quantum Learning study, 2 find out students self regulated learning through scientific approach using Quantum Learning.

Development and face validation of strategies for improving consultation skills

OpenAIRE

Lefroy, J; Thomas, A; Harrison, C; Williams, S; O'Mahony, F; Gay, S; Kinston, R; McKinley, RK

2014-01-01

While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of written feedback. To systematically develop, validate and maximise the utility of a comprehensive list of strategies for improvement of consultation skil...

Strategies to improve quality of childbirth care

Directory of Open Access Journals (Sweden)

farahnaz Changaee

2015-01-01

Full Text Available Background: Access to affordable and quality health care is one of the most important ways for reducing maternal and child mortality. The purpose of this study was to provide strategies to promote the quality of care during childbirth in Lorestan province in 2011. Materials and Methods: This research was a mixed method (quantitative, qualitative, study in which quality of 200 care during childbirth in hospitals of Lorestan Province were evaluated. Data gathered through self-made tools (Checklists prepared according to the guidelines of the ministry of health. Descriptive statistics and SPSS software were used to data analysis.In the second part of the study which was qualitative, interview with service providers, hospital officials and high-ranking officials of Lorestan university of medical sciences (decision makers was used to discuss strategies to improve the quality of care. Results: The results showed that the care of the first stage delivery in %54.5, second stage %57 and third stage 66% were in accordance with the desired status and care in this three stages was of moderate quality. Based on the interviews, the officials who are in charge of Lorestan university of medical sciences, proposed strategies such as financial incentives and in-service training of midwives as suitable strategies to improve quality of services. Conclusion: According to the results, strategies such as financial incentives, increased use of private sector services to reduce the workload of the public sector and increase of quality and use of more in-service training, to improve the quality of services, are recommended.

Management self-assessment in construction phase of nuclear power station

International Nuclear Information System (INIS)

Shao Bixiu

2004-01-01

Management self-assessment is one of the quality management methods to achieve the organization's continuous improvement. Through the investigation of the methods, the author hopes to give guideline to the management at all levels involved in the construction of nuclear power station in the implementation of management self-assessment, and also to make the management self-assessment more normalized, systematical and effective

Assessment and monitoring of patients receiving chemotherapy for multiple myeloma: strategies to improve outcomes

Directory of Open Access Journals (Sweden)

Faiman B

2016-05-01

Full Text Available Beth Faiman, Jason Valent Department of Hematologic Oncology and Blood Disorders, Cleveland Clinic Taussig Cancer Institute, Cleveland, OH, USA Abstract: Improved understanding as to the biology of multiple myeloma (MM and the bone marrow microenvironment has led to the development of new drugs to treat MM. This explosion of new and highly effective drugs has led to dramatic advances in the management of MM and underscores the need for supportive care. Impressive and deep response rates to chemotherapy, monoclonal antibodies, and small molecule drugs provide hope of a cure or prolonged remission for the majority of individuals. For most patients, long-term, continuous therapy is often required to suppress the malignant plasma cell clone, thus requiring clinicians to become more astute in assessment, monitoring, and intervention of side effects as well as monitoring response to therapy. Appropriate diagnosis and monitoring strategies are essential to ensure that patients receive the appropriate chemotherapy and supportive therapy at relapse, and that side effects are appropriately managed to allow for continued therapy and adherence to the regimen. Multiple drugs with complex regimens are currently available with varying side effect profiles. Knowledge of the drugs used to treat MM and the common adverse events will allow for preventative strategies to mitigate adverse events and prompt intervention. The purpose of this paper is to review updates in the diagnosis and management of MM, and to provide strategies for assessment and monitoring of patients receiving chemotherapy for MM. Keywords: multiple myeloma, treatment, symptoms, assessment, monitoring, symptom management, targeted therapies

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

Feasibility of peer assessment and clinical audit to self-regulate the quality of physiotherapy services: a mixed methods study.

Science.gov (United States)

Maas, Marjo J M; Nijhuis-van der Sanden, Maria W G; Driehuis, Femke; Heerkens, Yvonne F; van der Vleuten, Cees P M; van der Wees, Philip J

2017-02-10

To evaluate the feasibility of a quality improvement programme aimed to enhance the client-centeredness, effectiveness and transparency of physiotherapy services by addressing three feasibility domains: (1) acceptability of the programme design, (2) appropriateness of the implementation strategy and (3) impact on quality improvement. Mixed methods study. 64 physiotherapists working in primary care, organised in a network of communities of practice in the Netherlands. The programme contained: (1) two cycles of online self-assessment and peer assessment (PA) of clinical performance using client records and video-recordings of client communication followed by face-to-face group discussions, and (2) clinical audit assessing organisational performance. Assessment was based on predefined performance indicators which could be scored on a 5-point Likert scale. Discussions addressed performance standards and scoring differences. All feasibility domains were evaluated qualitatively with two focus groups and 10 in-depth interviews. In addition, we evaluated the impact on quality improvement quantitatively by comparing self-assessment and PA scores in cycles 1 and 2. We identified critical success features relevant to programme development and implementation, such as clarifying expectations at baseline, training in PA skills, prolonged engagement with video-assessment and competent group coaches. Self-reported impact on quality improvement included awareness of clinical and organisational performance, improved evidence-based practice and client-centeredness and increased motivation to self-direct quality improvement. Differences between self-scores and peer scores on performance indicators were not significant. Between cycles 1 and 2, scores for record keeping showed significant improvement, however not for client communication. This study demonstrated that bottom-up initiatives to improve healthcare quality can be effective. The results justify ongoing evaluation to inform

Utility of a Validated Rating Scale for Self-Assessment in Microsurgical Training.

Science.gov (United States)

Grant, Aaron L; Temple-Oberle, Claire

The purpose of this study is to determine the utility of self-assessment in microsurgical training using a previously validated rating scale. A prospective study of surgical residents taking a hands-on 5-day microsurgical training course. Learners completed multiple self-assessments of their technical skills using the University of Western Ontario Microsurgical Acquisition/Assessment instrument. Simultaneously, preceptors assessed the learners using the same scale. Self-assessment and preceptor scores were compared using the Pearson correlation coefficient (PCC). There was a significant agreement noted between the 32 preceptor assessments and 36 self-assessments that were completed. Correlation between scores for the knot-tying (PCC = 0.62) and anastomosis modules (PCC = 0.77) was good and excellent, respectively. Preceptor scores and self-scores improved over the duration of the course: for preceptors, knot-tying scores increased from 58% on day 1 to 78% on day 5 (p = 0.02) and anastomosis scores improved from 56% to 82% (p = 0.004); for self-scores, knot-tying scores increased from 44% to 81% (p = 0.001) and anastomosis scores from 49% to 84% (p = 0.001). Learners with greater experience (higher postgraduate year level) tended to have higher self as well as preceptor ratings, albeit not statistically significant. Self-assessment using the University of Western Ontario Microsurgical Acquisition/Assessment instrument has good to excellent agreement with preceptor-assessment scores suggesting good interrater reliability. Self-assessment using such tools may, therefore, be used along with preceptor supervision and assessment to potentially improve self-directed learning during these courses. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Integrated Safeguards and Security Management Self-Assessment 2004

Energy Technology Data Exchange (ETDEWEB)

Lunford, Dan; Ramsey, Dwayne

2005-04-01

In 2002 Ernest Orlando Lawrence Berkeley National Laboratory deployed the first Integrated Safeguards and Security Management (ISSM) Self-Assessment process, designed to measure the effect of the Laboratory's ISSM efforts. This process was recognized by DOE as a best practice and model program for self-assessment and training. In 2004, the second Self-Assessment was launched. The cornerstone of this process was an employee survey that was designed to meet several objectives: (1) Ensure that Laboratory assets are protected. (2) Provide a measurement of the Laboratory's current security status that can be compared against the 2002 Self-Assessment baseline. (3) Educate all Laboratory staff about security responsibilities, tools, and practices. (4) Provide security staff with feedback on the effectiveness of security programs. (5) Provide line management with the information they need to make informed decisions about security. This 2004 Self Assessment process began in July 2004 with every employee receiving an information packet and instructions for completing the ISSM survey. The Laboratory-wide survey contained questions designed to measure awareness and conformance to policy and best practices. The survey response was excellent--90% of Berkeley Lab employees completed the questionnaire. ISSM liaisons from each division followed up on the initial survey results with individual employees to improve awareness and resolve ambiguities uncovered by the questionnaire. As with the 2002 survey, the Self-Assessment produced immediate positive results for the ISSM program and revealed opportunities for longer-term corrective actions. Results of the questionnaire provided information for organizational profiles and an institutional summary. The overall level of security protection and awareness was very high--often above 90%. Post-survey work by the ISSM liaisons and line management consistently led to improved awareness and metrics, as shown by a comparison of

Relationship between self-directed learning with learning styles and strategies in medical students

OpenAIRE

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-01-01

Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direc...

Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

Science.gov (United States)

Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

2015-01-01

The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

International normalized ratio self-testing and self-management: improving patient outcomes

Directory of Open Access Journals (Sweden)

Pozzi M

2016-10-01

Full Text Available Matteo Pozzi,1 Julia Mitchell,2 Anna Maria Henaine,3 Najib Hanna,4 Ola Safi,4 Roland Henaine2 1Department of Adult Cardiac Surgery, “Louis Pradel” Cardiologic Hospital, Lyon, France; 2Department of Congenital Cardiac Surgery, “Louis Pradel” Cardiologic Hospital, Lyon, France; 3Clinical Pharmacology Unit, Lebanese University, Beirut, Lebanon; 4Pediatric Unit, “Hotel Dieu de France” Hospital, Saint Joseph University, Beirut, Lebanon Abstract: Long term oral anti-coagulation with vitamin K antagonists is a risk factor of hemorrhagic or thromebomlic complications. Periodic laboratory testing of international normalized ratio (INR and a subsequent dose adjustment are therefore mandatory. The use of home testing devices to measure INR has been suggested as a potential way to improve the comfort and compliance of the patients and their families, the frequency of monitoring and, finally, the management and safety of long-term oral anticoagulation. In pediatric patients, increased doses to obtain and maintain the therapeutic target INR, more frequent adjustments and INR testing, multiple medication, inconstant nutritional intake, difficult venepunctures, and the need to go to the laboratory for testing (interruption of school and parents’ work attendance highlight those difficulties. After reviewing the most relevant published studies of self-testing and self-management of INR for adult patients and children on oral anticoagulation, it seems that these are valuable and effective strategies of INR control. Despite an unclear relationship between INR control and clinical effects, these self-strategies provide a better control of the anticoagulant effect, improve patients and their family quality of life, and are an appealing solution in term of cost-effectiveness. Structured education and knowledge evaluation by trained health care professionals is required for children, to be able to adjust their dose treatment safely and accurately. However

Self-assessment of the Nuclear Regulatory Authority of the Slovak Republic

International Nuclear Information System (INIS)

Husarcek, J.; Grebeciova, J.

2006-01-01

The major results are presented of the self-assessment procedure which was carried out by the Nuclear Regulatory Authority of the Slovak Republic (UJD) in 2005 based on the Common Assessment Framework (CAF) model. An overview is given of the most important preconditions and results and their interactions in the nine areas of assessment as follows: leadership, strategy and planning, human resource management, partnership and resources, process management and changes, customer and public oriented results, people results, society results, and key performance results. UJD's strengths and opportunities as emerged from the self-assessment are highlighted. The self-assessment process will be followed by the preparation and implementation of an Action Plan. (author)

Self-management strategies in chronic obstructive pulmonary disease: a first step toward personalized medicine.

Science.gov (United States)

Barrecheguren, Miriam; Bourbeau, Jean

2018-03-01

Self-management has gained increased relevance in the management of chronic obstructive pulmonary disease patients. The heterogeneity in self-management interventions has complicated the development of recommendations for clinical practice. In this review, we present the latest findings regarding conceptual definition, effectiveness of self-management interventions and self-management strategies in chronic obstructive pulmonary disease as a first step toward personalized medicine: what, how and to whom? Self-management interventions have shown benefits in improving health-related quality of life and reducing hospital admissions. Favorable outcomes can only be achieved if patients have an ultimate goal, that is their desired achievements in their life. In the continuum of care, the components of the self-management program will vary to adapt to the condition of the patient (disease severity, comorbidities) and to factors such as patient motivation, confidence (self-efficacy), access to health care, family and social support. A combination of education, case management and patient-centric action plan has shown the best chance of success. The individual patient's needs, own preferences and personal goals should inform the design of any intervention with a behavioral component. A continuous loop process has to be implemented to constantly assess what work and does not work, aiming at achieving the desired outcomes for a given patient.

Self-imposed self-assessment program at a DOE Nuclear Facility

International Nuclear Information System (INIS)

Geoffrion, R.R.; Loud, J.J.; Walter, E.C.

1996-01-01

The Nuclear Materials and Technology (NMT) Division at Los Alamos National Laboratory (LANL) has implemented a performance-based self-assessment program at the TA-55 plutonium facility. The program was conceptualized and developed by LANL's internal assessment group, AA-2. The management walkaround program fosters continuous improvement in NMT products and performance of its activities. The program, based on experience from the Institute of Nuclear Power Operations, is endorsed at the site by the U.S. Department of Energy (DOE) Environment, Safety, and Health (ES ampersand H) personnel and by the Defense Nuclear Facility Safety Board. The self-assessment program focuses on how work is actually performed rather than on paperwork or process compliance. Managers critically and continually assess ES ampersand H, conduct of operations, and other functional area requirements

Academic Self-Concept, Implicit Theories of Ability, and Self-Regulation Strategies

Science.gov (United States)

Ommundsen, Yngvar; Haugen, Richard; Lund, Thorleif

2005-01-01

The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies--motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to…

Self-Assessment in Librarianship: Current Practices and Future Possibilities

Directory of Open Access Journals (Sweden)

Ania Dymarz

2015-07-01

Full Text Available The authors of this qualitative study set out to investigate self-assessment practices within the library profession. The researchers conducted semi-structured interviews with a purposeful sample of nine librarians coming from a range of library settings and possessing a diversity of library experience. Interviews were then transcribed and coded in NVIVO to identify emergent themes. This paper details some of the results of that study, highlighting motivations, limitations, and strategies with regard to self-assessment. The findings present a summary of a range of approaches to the practice of assessment as reported by the interviewees. One area of possible growth for our profession, as highlighted by the findings, is in the development of peer networks as a support for the individual practice of self-assessment. While the results of this small case study cannot be generalized, the authors hope these preliminary findings can open up the conversation around self-assessment both for individual librarians and for those librarians and managers working to shape their workplace culture.

Using Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit Hyperactivity Disorder

Science.gov (United States)

Reid, Robert; Hagaman, Jessica L.; Graham, Steve

2014-01-01

This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures.…

Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

NARCIS (Netherlands)

Al-Kadri, H.M.; Al-Moamary, M.S.; Al-Takroni, H.; Roberts, C.; Vleuten, C.P.M. van der

2012-01-01

BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of

MDEP STC self assessment report

International Nuclear Information System (INIS)

2013-01-01

A self assessment of the Multinational Design Evaluation Program was initiated in late 2011 to take stock of the MDEP program of work, what has been accomplished to date and what has yet to be accomplished, as well as assess if MDEP activities are enhancing safety of new reactor design reviews and harmonisation. Data was collected from both MDEP members (90 surveys were completed) and external stakeholders (15 organisations provided input). Input was requested in the areas of goals and achievements of the program, communications, scope, membership and participation. Feedback from MDEP members and external stakeholders was generally very positive. The respondents found MDEP to be a unique and useful forum to connect with experts from other regulators. Most respondents also believe that MDEP has been successful in achieving most of the goals set out in the terms of reference. However, there are areas that continue to be a challenge to harmonisation, such as differing regulatory practices among the member countries. The self-assessment found that the format and processes of the program are effective and there is not a desire for significant changes in the way the program is implemented. An overall theme that arose from the self-assessment is that MDEP is transitioning from a small group of regulators who co-operate internally, to a more inclusive organisation that has more interfaces and co-operative arrangements with other organisations. The observations from the internal and external stakeholders indicate that these interfaces with external organisations should be expanded to make MDEP more effective. For example, the conclusions suggest that MDEP is very effective in encouraging co-operation and harmonisation among the standards development organisation, and provides useful input to IAEA standard development. The self-assessment identified several actions to improve communications, and make MDEP activities more effective including: - Develop an agreed upon

Empirical Studies of Self-Stigma Reduction Strategies: A Critical Review of the Literature.

Science.gov (United States)

Mittal, Dinesh; Sullivan, Greer; Chekuri, Lakshminarayana; Allee, Elise; Corrigan, Patrick W

2012-10-01

The purpose of this article was to comprehensively review published literature about strategies to reduce self-stigma among people with mental illness. Recommendations and implications for research also are discussed. The electronic databases of Ovid, PubMed, and PsycINFO were searched for peer-reviewed articles published between January 2000 and August 2011 by using the key words “self-stigma,” “internalized stigma,” “perceived stigma,” and “stigma intervention.” The search was further narrowed to studies that described a detailed intervention and that used self-stigma as a primary or secondary outcome, tested the intervention among individuals with a psychiatric illness, and analyzed data quantitatively with acceptable statistical tools. Fourteen articles met inclusion criteria, and eight reported significant improvement in self-stigma outcomes. Participants predominantly had schizophrenia and related disorders or depression. Six self-stigma reduction strategies were identified. Psychoeducation was the most frequently tested intervention. Self-stigma definitions, measurements, and conceptual frameworks varied considerably across these studies. Several studies lacked a theoretical framework for their intervention. Six different scales were used to measure self-stigma. Two prominent approaches for self-stigma reduction emerged from our review: one, interventions that attempt to alter the stigmatizing beliefs and attitudes of the individual; and two, interventions that enhance skills for coping with self-stigma through improvements in self-esteem, empowerment, and help-seeking behavior. The second approach seems to have gained traction among stigma experts. Targeting high-risk groups to preempt self-stigma appears to be a promising area for future research.

Self- and peer-assessments of ambulance drivers' driving performance

Directory of Open Access Journals (Sweden)

Anna Sundström

2012-07-01

Full Text Available The aim of the present study was to develop and examine the quality of the Ambulance Driver Self-assessment Questionnaire (ADSQ and the Ambulance Driver Peer-assessment Questionnaire (ADPQ measuring aspects of, driving performance, driving style and driving competence. In addition the ADSQ measures self-reflection and safety-attitudes. The aim of the study was also to examine ambulance drivers' self- and peer-assessments as well as to examine the accuracy of self-assessments by comparing self-assessed and peer-assessed driving performance, driving style and competence. 76 ambulance drivers employed at two ambulance stations in northern Sweden completed ADSQ and ADPQ. Item analyses were conducted to examine the psychometric properties of the items, and based on the results some revisions were made to improve the questionnaires. The revised questionnaires were functioning rather well, although some subscale demonstrated low internal consistency. Subscale inter-correlations provided support for construct validity. Self- and peer-assessments indicated safe driving performance and good driver competence, which is positive from a traffic safety perspective. A comparison of mean self- and peer-assessment ratings, controlling for age, gender and driving experience showed no significant differences, except for the subscale overtaking. This indicates that ambulance drivers' self-assessments are realistic in most areas.

Regulation for continuous improvements - the new regulatory strategy of SKI

International Nuclear Information System (INIS)

Hoegberg, L.; Svensson, G.; Viktorsson, C.

1998-01-01

This paper describes the new regulatory objectives and strategy of the Swedish Nuclear Power Inspectorate. Factors that have influenced the development of the regulatory strategy, including an international peer review, are discussed. In addition to general technical requirements for a defence in depth, the new strategy strongly focuses on the quality of plant safety management processes, to be monitored by process-oriented inspections. Also, quality assurance of regulatory activities is stressed. Experience gained so far shows that the regulatory approach chosen in Sweden promotes utility self assessment, quality of safety management and ownership of safety work within the utility staff. (author)

Assessing climate change impacts and adaptation strategies for ...

African Journals Online (AJOL)

Assessing climate change impacts and adaptation strategies for smallholder agricultural systems in Uganda. ... from encroaching on swamps, which is one of the reported adaptation strategies to climate related stresses. Improving productivity of important crops (bananas for southwest, and sweet potatoes and bananas

The effects of formative assessment on student self-regulation, motivational beliefs, and achievement in elementary science

Science.gov (United States)

King, Melissa Digennaro

Goals 2000 set forth a bold vision for U.S. students: they would be "first in the world in science and mathematics" by the year 2000. Performance indicators such as the TIMSS-R (1999) and NAEP (2000) reports suggest that U.S. students have not yet reached that goal. This study intended to learn how specific assessment strategies might contribute to improved student performance in science. This quasi-experimental study investigated the effects of formative assessment with reflection on students' motivational beliefs, self-regulatory skills, and achievement in elementary science. The study aimed to find out whether and how classroom applications of formative assessment during science instruction might influence fifth-grade students' attitudes and self-perceptions about science learning, self-regulatory learning behaviors, and achievement. To explore the effects of the assessment intervention, the study utilized a mixed methods approach involving quantitative and qualitative investigations of treatment and control groups during a four-week intervention period. Quantitative measures included student self-report surveys administered pre- and post-treatment and an end-of-unit science test. Qualitative measures included classroom observations, student interviews (post-treatment), and a teacher interview (post-treatment). Findings indicated that the fifth-grade students in this study had positive attitudes toward science and high levels of self-efficacy for science. Results suggested that these elementary students employed a wide variety of cognitive and metacognitive strategies to support science learning. Findings revealed that these fifth graders believed formative assessment with reflection was beneficial for science learning outcomes. Research results did not show that the formative assessment intervention contributed to significant differences between treatment and control groups. However, the data revealed different levels of academic achievement and self

Self-assessment program and actions in ANAV

International Nuclear Information System (INIS)

2004-01-01

Since 1999, the Association Nuclear Asco-Vandellos II, AIE (ANAV) has a self-assessment program in place and controls and tracks the actions with the support of different databases. This article describes the improvements made in the self-assessment programs and actions of ANAV between 1999 up to the present, all the fruit of the experience gained in the application of these programs, Sector guidelines and international trends, as well as standardization with the other Spanish nuclear power plants. (Author)

Cofrentes NPP self assessment plan. A self-critical effort carried at improving work processes and methods

International Nuclear Information System (INIS)

2002-01-01

Because of the reportable events and incidents that occurred during the last refueling and subsequent startup process in the last week of March 2002, the Cofrentes NPP management decided to carry out a Self-Assessment Plan that would focus on an exhaustive evaluation of the most important events and incidents that occurred during the last two refueling and their respective shutdown and startup processes, as well as on an assessment of those Areas in which weaknesses in the Organization's performance had been identified. This article details the process followed in this self-assessment, which was developed between the months of May and July. The main conclusion reveals that, for Iberdrola, the good operation of its nuclear power plants continues to be essential, with safety taking priority over any other operating condition. (Author)

Enhancing memory self-efficacy during menopause through a group memory strategies program.

Science.gov (United States)

Unkenstein, Anne E; Bei, Bei; Bryant, Christina A

2017-05-01

Anxiety about memory during menopause can affect quality of life. We aimed to improve memory self-efficacy during menopause using a group memory strategies program. The program was run five times for a total of 32 peri- and postmenopausal women, age between 47 and 60 years, recruited from hospital menopause and gynecology clinics. The 4-week intervention consisted of weekly 2-hour sessions, and covered how memory works, memory changes related to ageing, health and lifestyle factors, and specific memory strategies. Memory contentment (CT), reported frequency of forgetting (FF), use of memory strategies, psychological distress, and attitude toward menopause were measured. A double-baseline design was applied, with outcomes measured on two baseline occasions (1-month prior [T1] and in the first session [T2]), immediately postintervention (T3), and 3-month postintervention (T4). To describe changes in each variable between time points paired sample t tests were conducted. Mixed-effects models comparing the means of random slopes from T2 to T3 with those from T1 to T2 were conducted for each variable to test for treatment effects. Examination of the naturalistic changes in outcome measures from T1 to T2 revealed no significant changes (all Ps > 0.05). CT, reported FF, and use of memory strategies improved significantly more from T2 to T3, than from T1 to T2 (all Ps attitude toward menopause nor psychological distress improved significantly more postintervention than during the double-baseline (all Ps > 0.05). Improvements in reported CT and FF were maintained after 3 months. The use of group interventions to improve memory self-efficacy during menopause warrants continued evaluation.

Are general surgeons able to accurately self-assess their level of technical skills?

Science.gov (United States)

Rizan, C; Ansell, J; Tilston, T W; Warren, N; Torkington, J

2015-11-01

Self-assessment is a way of improving technical capabilities without the need for trainer feedback. It can identify areas for improvement and promote professional medical development. The aim of this review was to identify whether self-assessment is an accurate form of technical skills appraisal in general surgery. The PubMed, MEDLINE(®), Embase(™) and Cochrane databases were searched for studies assessing the reliability of self-assessment of technical skills in general surgery. For each study, we recorded the skills assessed and the evaluation methods used. Common endpoints between studies were compared to provide recommendations based on the levels of evidence. Twelve studies met the inclusion criteria from 22,292 initial papers. There was no level 1 evidence published. All papers compared the correlation between self-appraisal versus an expert score but differed in the technical skills assessment and the evaluation tools used. The accuracy of self-assessment improved with increasing experience (level 2 recommendation), age (level 3 recommendation) and the use of video playback (level 3 recommendation). Accuracy was reduced by stressful learning environments (level 2 recommendation), lack of familiarity with assessment tools (level 3 recommendation) and in advanced surgical procedures (level 3 recommendation). Evidence exists to support the reliability of self-assessment of technical skills in general surgery. Several variables have been shown to affect the accuracy of self-assessment of technical skills. Future work should focus on evaluating the reliability of self-assessment during live operating procedures.

Combined student ratings and self-assessment provide useful feedback for clinical teachers

Science.gov (United States)

Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

2009-01-01

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching. PMID:19779976

Original article The role of self-assessment and emotions in designation of an aggressive strategy of coping with a social conflict situation by gymnasium school students

Directory of Open Access Journals (Sweden)

Danuta Borecka-Biernat

2014-05-01

Full Text Available Background, participants and procedure This research is aimed at evaluation of the role of self-assessment and emotions in designation of an aggressive strategy of coping with a social conflict situation by gymnasium school students. It uses a questionnaire to study strategies adopted by youth to cope with a social conflict situation (KSMK, Self-Esteem Scale (SES and a Three-Factor Personality States and Traits Inventory (TISCO questionnaire. The empirical study was conducted in gymnasium schools in Wrocław and neighbouring localities. It included 811 adolescents (414 girls and 397 boys aged 13-15. Results and conclusions Based on the analysis of the collected research material, it is concluded that low assessment of teenagers’ own capacity plays a role in choosing an aggressive strategy to cope with a social conflict situation. Participation of adolescents in a situation of a threat to accomplishment of their own objectives intensifies negative emotions. Research results confirm that aggression is a form of dealing with anger and fear felt in a social conflict situation.

Self-Assessment of Video-Recorded Presentations: Does It Improve Skills?

Science.gov (United States)

Ritchie, Sian M.

2016-01-01

The opportunity to give oral presentations is important because it helps develop skills that are necessary for many aspects of professional careers. Competencies for oral presentations include appropriate content, design and organization of the presentation, and delivery skills. Self-assessment has been shown to help students develop…

A patient self-assessment tool for cardiac rehabilitation.

Science.gov (United States)

Phelan, C; Finnell, M D; Mottla, K A

1989-01-01

A patient self-assessment tool was designed, tested, and implemented to promote cardiac-specific data collection, based on Gordon's Functional Health Patterns, to maximize patient/family involvement in determining a plan of care, and to streamline primary nurses' documentation requirements. Retrospective and concurrent chart reviews provided data for quality assurance monitoring. The results of the monitoring demonstrated that the self-assessment tool markedly improved the patient-specific data base.

Toddler's self-regulation strategies in a challenge context are nap-dependent.

Science.gov (United States)

Miller, Alison L; Seifer, Ronald; Crossin, Rebecca; Lebourgeois, Monique K

2015-06-01

Early childhood represents a time of developmental changes in both sleep and self-regulation, a construct reflecting the ability to control one's behaviour, attention and emotions when challenged. Links between sleep and self-regulation processes have been proposed, but experimental evidence with young children is lacking. In the current study, we tested the effects of acute sleep restriction (nap deprivation) on toddlers' self-regulation. Healthy children (n = 12; four males; aged 30-36 months (33.9 ± 1.7)) slept on a strict schedule (verified with actigraphy and sleep diaries) for 5 days before each of two afternoon assessments following a nap and a no-nap condition (~11-day protocol). Children were videotaped while attempting an unsolvable puzzle, and 10 mutually exclusive self-regulation strategies were later coded. On average, children lost ~90 min of sleep on the no-nap versus the nap day. Nap deprivation resulted in moderate-to-large effects on self-regulation strategies, with decreases in scepticism (d = 0.77; 7% change), negative self-appraisal (d = 0.92; 5% change) and increases in physical self-soothing (d = 0.68; 10% change), focus on the puzzle piece that would not fit (perseveration; d = 0.50; 9% change) and insistence on completing the unsolvable puzzle (d = 0.91; 10% change). Results suggest that sleep serves an important role in the way that toddlers respond to challenging events in their daily lives. After losing daytime sleep, toddlers were less able to engage effectively in a difficult task and reverted to less mature self-regulation strategies than when they were well rested. Over time, chronically missed sleep may impair young children's self-regulation abilities, resulting in risk for social-emotional, behavioural and school problems. © 2014 European Sleep Research Society.

Using Self-Regulated Learning Strategies to Develop Students' Multicultural Counseling Competency

Science.gov (United States)

Zeleke, Waganesh A.; Karayigit, Cebrail; Myers-Brooks, Kaitlyn

2018-01-01

This study examines the effect of self-regulated learning strategies on students' multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester-long multicultural counseling course. Results show statistically significant improvement in students' multicultural awareness and knowledge and…

Using education and support strategies to improve the way nurses assess regular and transient pain - A quality improvement study of three hospitals.

Science.gov (United States)

Peterson, Anna; Carlfjord, Siw; Schaller, Anne; Gerdle, Björn; Larsson, Britt

2017-07-01

Systematic and regular pain assessment has been shown to improve pain management. Well-functioning pain assessments require using strategies informed by well-established theory. This study evaluates documented pain assessments reported in medical records and by patients, including reassessment using a Numeric Rating Scale (NRS) after patients receive rescue medication. Documentation surveys (DS) and patient surveys (PS) were performed at baseline (BL), after six months, and after 12 months in 44 in-patient wards at the three hospitals in Östergötland County, Sweden. Nurses and nurse assistants received training on pain assessment and support. The Knowledge to Action Framework guided the implementation of new routines. According to DS pain assessment using NRS, pain assessment increased significantly: from 7% at baseline to 36% at 12 months (peducation and support strategies, systematic pain assessment increased, an encouraging finding considering the complex contexts of in-patient facilities. However, the achieved assessment levels and especially reassessments related to rescue medication were clinically unsatisfactory. Future studies should include nursing staff and physicians and increase interactivity such as providing online education support. A discrepancy between documented and reported reassessment in association with given rescue medication might indicate that nurses need better ways to provide pain relief. The fairly low level of patient-reported pain via NRS and documented use of NRS before and 12 months after the educational programme stresses the need for education on pain management in nursing education. Implementations differing from traditional educational attempts such as interactive implementations might complement educational programmes given at the work place. Standardized routines for pain management that include the possibility for nurses to deliver pain medication within well-defined margins might improve pain management and increase the use

Self-Assessment at Krsko Nuclear Power Plant

International Nuclear Information System (INIS)

Strucic, M.; Kavsek, D.; Novak, J.; Dudas, M.

2006-01-01

Self-assessment program in NPP Krsko is based on plant effort to identify areas for improvements, as well as strengths in various processes. The highest level tool of that program is Inter-disciplinary Self-assessment. Extensive experience in methodology from many Peer Reviews worldwide, where NPP Krsko personnel were involved, was essential contributor for successful development and implementation of Inter-disciplinary Self-assessment. Every Inter-disciplinary Self-assessment, performed by experienced NEK people, results in highly efficient and constructive action plan. It is achieved by professional approach and positive attitude of team leader and members. Typical team composition includes members from different NEK departments including their managers. They are experienced in area being assessed, as well as in Cause analysis techniques. People involved in previous Internal or Inter-discipline Self-assessments and international peer reviews are indispensable part of the team and usually team leader is one of them. Inter-disciplinary Self-assessments are planned well in advance and are approved by NEK management board. NEK directors are also involved through sponsorship. Often, they are counterparts in the interviews sessions of assessment. Methodology of carrying out Self-assessment is developed using WANO Peer reviews experience and techniques. Areas for assessment are mostly identified through Corrective action or trending processes, Internal self-assessments or Performance Indicators. Field observations, interviews with workers in the field and their superiors are reason for frequent team meetings. That process is often iterative and results in clear and precise observation reports which are separately analyzed and at the end confirmed by owner of the process. Based on analysis described in observation reports, team defines areas where generic problems are found. Team members are dedicated for particular areas, usually where they are more educated and

Student self-assessment a feedback seeking strategy through competence evaluation

OpenAIRE

Mancebo Fernández, Núria; Bikfalvi, Andrea; Llach Pagès, Josep; Marquès i Gou, Pilar

2008-01-01

There is a body of literature that suggests that student self-assessment is a main goal in higher education (Boud et al., 1995; Tan, 2008); moreover new forms of work organization require a high level of skills and competences. The efforts to deal with competence gaps could be developed at many levels, such as employers, educational institutions, individuals and public agents. Employers could put into practice competence development programs to moderate these gaps. Educational institutions...

The Effect of Self-Assessment on Iranian EFL Learners’ Speaking Skill

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Mahsa Ariafar

2013-05-01

Full Text Available Self-assessment is one of the attractive new alternative assessment forms which raises learners’ awareness of their individual progress, and encourages learners to become autonomous learners (Harris, 1997. The present study aimed to investigate the effect of self-assessment on speaking skill of Iranian EFL learners. The participants were 60 pre intermediate Iranian EFL learners. The participants in experimental group received training and practiced self-assessment of their speaking ability during the semester; however, participants in control group experienced no self-assessment. At the end of the semester, the participants in both groups were interviewed as posttest. The results revealed that self-assessment practices helped the participants of the study to improve their speaking ability.  Moreover, participants had generally positive attitudes toward the notion of self-assessment and showed their willingness to continue self-assessment in future; however, they were in favor of teacher assessment too. The findings of the study offer several implications for    teachers and practitioners.

Talking about the elephant in the room: Improving fundamental assessment practices

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Betty Gill

2015-08-01

Full Text Available This paper reports on an institution-wide strategy to improve first year assessment practices. Assessment is central to the student experience and to informing their developing conceptions of themselves as students. Despite this central importance, much national and international literature raises questions about the fitness-for-purpose of assessment practices in higher education. The reported strategy was developed in response to analysis of student feedback, which suggested, like the literature, substantial opportunity for improvement. Student feedback on their assessment experience was validated by an audit of first session assessment and used to inform the strategy. A significant improvement in quantitative and qualitative measures of student satisfaction across routine data sources is provided to demonstrate impact. This supports a conclusion that the first year student experience can be impacted by the systemic application of a small number of fundamental good practice assessment strategies which are outlined.

Clinical reasoning in nursing: teaching strategies and assessment tools

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Emília Campos de Carvalho

Full Text Available ABSTRACT Objective: To present the concept and development of teaching strategies and the assessment tools regarding clinical reasoning for accurate practice. Method: This is a theoretical reflection based on scientific studies. Results: Comprehension of the essential concepts of the thought process and its articulation with the different teaching strategies and the assessment tools which has allowed presenting ways to improve the process of diagnostic or therapeutic clinical reasoning. Conclusion: The use of new strategies and assessment tools should be encouraged in order to contribute to the development of skills that lead to safe and effective decision making.

Use of an Analytical Grading Rubric for Self-Assessment: A Pilot Study for a Periodontal Oral Competency Examination in Predoctoral Dental Education.

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Satheesh, Keerthana M; Brockmann, Lorraine B; Liu, Ying; Gadbury-Amyot, Cynthia C

2015-12-01

While educators agree that using self-assessment in education is valuable, a major challenge is the poor agreement often found between faculty assessment and student self-assessment. The aim of this study was to determine if use of a predefined grading rubric would improve reliability between faculty and dental student assessment on a periodontal oral competency examination. Faculty members used the grading rubric to assess students' performance on the exam. Immediately after taking the exam, students used the same rubric to self-assess their performance on it. Data were collected from all third- and/or fourth-year students in four classes at one U.S. dental school from 2011 to 2014. Since two of the four classes took the exam in both the third and fourth years, those data were compared to determine if those students' self-assessment skills improved over time. Statistical analyses were performed to determine agreement between the two faculty graders and between the students' and faculty assessments on each criterion in the rubric and the overall grade. Data from the upper and lower performing quartiles of students were sub-analyzed. The results showed that faculty reliability for the overall grades was high (K=0.829) and less so for individual criteria, while student-faculty reliability was weak to moderate for both overall grades (Spearman's rho=0.312) and individual criteria. Students in the upper quartile self-evaluated themselves more harshly than the faculty (p<0.0001), while the lower quartile students overestimated their performance (p=0.0445) compared to faculty evaluation. No significant improvement was found in assessment over time in the students who took the exam in the third and fourth years. This study found only limited support for the hypothesis that a grading rubric used by both faculty and students would increase correspondence between faculty and student assessment and points to a need to reexamine the rubric and instructional strategies to help

The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency

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Brown, Gavin T. L.; Harris, Lois R.

2014-01-01

Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies…

Using the Malcolm Baldrige "are we making progress" survey for organizational self-assessment and performance improvement.

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Shields, Judith A; Jennings, Jerry L

2013-01-01

A national healthcare company applied the Malcolm Baldrige Criteria for Performance Excellence and its "Are We Making Progress?" survey as an annual organizational self-assessment to identify areas for improvement. For 6 years, Liberty Healthcare Corporation reviewed the survey results on an annual basis to analyze positive and negative trends, monitor company progress toward targeted goals and develop new initiatives to address emerging areas for improvement. As such, the survey provided a simple and inexpensive methodology to gain useful information from employees at all levels and from multiple service sites and business sectors. In particular, it provided a valuable framework for assessing and improving the employees' commitment to the company's mission and values, high standards and ethics, quality of work, and customer satisfaction. The methodology also helped the company to incorporate the philosophy and principles of continuous quality improvement in a unified fashion. Corporate and local leadership used the same measure to evaluate the performance of individual programs relative to each other, to the company as a whole, and to the "best practices" standard of highly successful companies that received the Malcolm Baldrige National Quality Award. © 2012 National Association for Healthcare Quality.

Gender Differences in the Strategies and Tactics of Self-Presentation

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Kurysheva Olga Vasilyevna

2015-09-01

Full Text Available The article represents the results of empirical study of gender differences in the strategies, tactics, importance and effectiveness of self-presentation. Participants (25 women and 25 men completed self-report measures of self-presentation (self-presentation tactics scale, self-control (self-monitoring scale, importance of self-presentation in various fields of communication. The results indicated that feminine individuals are significantly more likely to use defensive tactics of self-presentation, such as an “apology” and a “supplication”. They also use the strategies of “attractive behavior”. Masculine individuals are more likely to use the strategy “power influence” and the corresponding tactic “intimidation”. Androgynous individuals are significantly more likely to use the strategy “refusal” and some other tactics, such as “excuse”, “justification” and “denying responsibility”. It was revealed that the self-presentation is more important for feminine and androgynous individuals, than masculine individuals. In addition to this, self-presentation in the family is more important for androgynous individuals, while in professional and interpersonal spheres self-presentation is very important for feminine individuals. Gender differences do not affect the effectiveness of self-presentation. The results reflect the stereotypical characteristics and social expectations regarding the conduct of a person of a particular gender.

A pilot study of orthopaedic resident self-assessment using a milestones' survey just prior to milestones implementation.

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Bradley, Kendall E; Andolsek, Kathryn M

2016-01-11

To pilot test if Orthopaedic Surgery residents could self-assess their performance using newly created milestones, as defined by the Accreditation Council on Graduate Medical Education. In June 2012, an email was sent to Program Directors and administrative coordinators of the 154 accredited Orthopaedic Surgery Programs, asking them to send their residents a link to an online survey. The survey was adapted from the Orthopaedic Surgery Milestone Project. Completed surveys were aggregated in an anonymous, confidential database. SAS 9.3 was used to perform the analyses. Responses from 71 residents were analyzed. First and second year residents indicated through self-assessment that they had substantially achieved Level 1 and Level 2 milestones. Third year residents reported they had substantially achieved 30/41, and fourth year residents, all Level 3 milestones. Fifth year, graduating residents, reported they had substantially achieved 17 Level 4 milestones, and were extremely close on another 15. No milestone was rated at Level 5, the maximum possible. Earlier in training, Patient Care and Medical Knowledge milestones were rated lower than the milestones reflecting the other four competencies of Practice Based Learning and Improvement, Systems Based Practice, Professionalism, and Interpersonal Communication. The gap was closed by the fourth year. Residents were able to successfully self-assess using the 41 Orthopaedic Surgery milestones. Respondents' rate improved proficiency over time. Graduating residents report they have substantially, or close to substantially, achieved all Level 4 milestones. Milestone self-assessment may be a useful tool as one component of a program's overall performance assessment strategy.

A pilot study of orthopaedic resident self-assessment using a milestones’ survey just prior to milestones implementation

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Bradley, Kendall E.

2016-01-01

Objectives To pilot test if Orthopaedic Surgery residents could self-assess their performance using newly created milestones, as defined by the Accreditation Council on Graduate Medical Education.  Methods In June 2012, an email was sent to Program Directors and administrative coordinators of the154 accredited Orthopaedic Surgery Programs, asking them to send their residents a link to an online survey. The survey was adapted from the Orthopaedic Surgery Milestone Project. Completed surveys were aggregated in an anonymous, confidential database. SAS 9.3 was used to perform the analyses. Results Responses from 71 residents were analyzed. First and second year residents indicated through self-assessment that they had substantially achieved Level 1 and Level 2 milestones. Third year residents reported they had substantially achieved 30/41, and fourth year residents, all Level 3 milestones. Fifth year, graduating residents, reported they had substantially achieved 17 Level 4 milestones, and were extremely close on another 15. No milestone was rated at Level 5, the maximum possible.  Earlier in training, Patient Care and Medical Knowledge milestones were rated lower than the milestones reflecting the other four competencies of Practice Based Learning and Improvement, Systems Based Practice, Professionalism, and Interpersonal Communication. The gap was closed by the fourth year. Conclusions Residents were able to successfully self-assess using the 41 Orthopaedic Surgery milestones. Respondents’ rate improved proficiency over time. Graduating residents report they have substantially, or close to substantially, achieved all Level 4 milestones.  Milestone self-assessment may be a useful tool as one component of a program’s overall performance assessment strategy. PMID:26752012

Core Self-Evaluations and Individual Strategies of Coping with Unemployment among Displaced Spanish Workers.

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Virkes, Tihana; Maslić Seršić, Darja; Lopez-Zafra, Esther

2017-10-30

Unemployment has negative but also positive effects on mental health and general well-being depending on which coping strategies the individual use. Our aim was to determine the contribution of core self-evaluations in explaining the coping strategies of job search and job devaluation, as well as to test the potential moderation effect of job search and mediation effect of job devaluation on the relationship between self core-evaluations and both positive and negative experience of unemployment. One hundred seventy-eight individuals who lost their jobs involuntarily for a longer period than one month completed a questionnaire while attending to employment office. Results show that there is a significant relation between core-self evaluations and job devaluation (.37**). Furthermore, core-self evaluations were positively related to positive experience of unemployment (r = .31; p unemployment (r = .60; p unemployment strategies (job devaluation; β = .26; p unemployment. But, individuals with a longer duration of the current period of unemployment and higher core self-evaluations had a more positive experience of unemployment, and job devaluation partially mediated this relation (SE = .002; p = .038). These results imply that programs interventions should include the improvement of core self-evaluations and the positive experience of unemployed people.

Training simulated patients: evaluation of a training approach using self-assessment and peer/tutor feedback to improve performance.

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Perera, Jennifer; Perera, Joachim; Abdullah, Juriah; Lee, Nagarajah

2009-06-29

Most medical schools use simulated patients (SPs) for teaching. In this context the authenticity of role play and quality of feedback provided by SPs is of paramount importance. The available literature on SP training mostly addresses instructor led training where the SPs are given direction on their roles. This study focuses on the use of peer and self evaluation as a tool to train SPs. SPs at the medical school participated in a staff development and training programme which included a) self-assessment of their performance while observing video-tapes of their role play using a structured guide and b) peer group assessment of their performance under tutor guidance. The pre and post training performance in relation to authenticity of role play and quality of feedback was blindly assessed by students and tutors using a validated instrument and the scores were compared. A focus group discussion and a questionnaire assessed acceptability of the training programme by the SPs. The post-training performance assessment scores were significantly higher (p performance. More studies on these methods of training may further refine SP training and lead to improvement of SP performance which in turn may positively impact medical education.

Toddler’s Self-Regulation Strategies in a Challenge Context are Nap-Dependent

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Miller, Alison L.; Seifer, Ronald; Crossin, Rebecca; LeBourgeois, Monique K.

2015-01-01

SUMMARY Early childhood represents a time of developmental changes in both sleep and self-regulation, a construct reflecting the ability to control one’s behavior, attention, and emotion when challenged. Links between sleep and self-regulation processes have been proposed, but experimental evidence with young children is lacking. In the current study, we tested the effects of acute sleep restriction (nap deprivation) on toddlers’ self-regulation. Healthy children (n=12; 4 males; 30–36 months (33.9±1.7) slept on a strict schedule (verified with actigraphy and sleep diaries) for 5 days before each of two afternoon assessments following a Nap and a No-Nap condition (~11-day protocol). Children were videotaped while attempting an unsolvable puzzle, and 10 mutually exclusive self-regulation strategies were later coded. On average, children lost ~90 min of sleep on the No-Nap versus the Nap day. Nap deprivation resulted in moderate-to-large effects on self-regulation strategies, with decreases in skepticism (d=0.77; 7% change), negative self-appraisal (d=0.92; 5% change), and increases in physical self-soothing (d=0.68; 10% change), focus on the puzzle piece that would not fit (perseveration; d=0.50; 9% change), and insistence on completing the unsolvable puzzle (d=0.91; 10% change). Results suggest sleep serves an important role in the way toddlers respond to challenging events in their daily lives. After losing daytime sleep, toddlers were less able to effectively engage in a difficult task and reverted to less mature self-regulation strategies, than when they were well-rested. Over time, chronically missed sleep may impair young children’s self-regulation abilities, resulting in risk for social-emotional, behavioral, and school problems. PMID:25394169

Self-assessment of Certified EFL Teachers in Central Sulawesi on Their Professional Competence

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Anshari Syafar

2014-06-01

Full Text Available The study intends to describe the level of certified EFL teachers’ self-assessment of their competence to teach English. A cross-sectional survey design and systematic random sampling strategy were applied to take 227 research respondents. Questionnaire and interview were used for collecting data whereas frequency, percentage and descriptive statistics were employed to analyze the data. Most respondents self-rated their abilities to teach English at ‘competent’ and ‘strongly competent’ levels. Yet, their self-rating of English teaching competence did not match up with the re-sults of teacher competence test done by the government. Accordingly, the self-assessment should be endorsed with teaching performance assessment to have more reliable data for validating EFL teachers’ self-grading abilities in English teaching practices.  Key Words: self-assessment, teacher certification program, teacher standard of competence, certified EFL teachers, english teaching practices

Comprehensive Self-Management Strategies.

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Bourbeau, J; Lavoie, K L; Sedeno, M

2015-08-01

In this article, we provide a review of the literature on self-management interventions and we are giving some thought to how, when, and by whom they should be offered to patients. The present literature based on randomized clinical trials has demonstrated benefits (reduced hospital admissions and improved health status) for chronic obstructive pulmonary disease (COPD) patients undergoing self-management interventions, although there are still problems with the heterogeneity among interventions, study populations, follow-up time, and outcome measures that make generalization difficult in real life. Key to the success, self-management intervention has to target behavior change. Proper self-management support is a basic prerequisite, for example, techniques and skills used by health care providers "case manager" to instrument patients with the knowledge, confidence, and skills required to effectively self-manage their disease. To improve health behaviors and engagement in self-management, self-management interventions need to target enhancing intrinsic motivation to change. This will best be done using client-centered communication (motivational communication) that encourages patients to express what intrinsically motivates them (e.g., consistent with their values or life goals) to adopt certain health behavior, with the goal of helping them overcome their ambivalence about change. Finally, if we want to be able to design and implement self-management interventions that are integrated, coherent, and have a strong likelihood of success, we need to take a more careful look and give more attention at the case manager, the patient (patient evaluation), and the quality assurance. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Adolescent asthma self-management: patient and parent-caregiver perspectives on using social media to improve care.

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Panzera, Anthony D; Schneider, Tali K; Martinasek, Mary P; Lindenberger, James H; Couluris, Marisa; Bryant, Carol A; McDermott, Robert J

2013-12-01

Self-management of asthma can now leverage new media technologies. To optimize implementation they must employ a consumer-oriented developmental approach. This study explored benefits of and barriers to improved asthma self-management and identified key elements for the development of a digital media tool to enhance asthma control. Between August 2010 and January 2011, 18 teens with asthma and 18 parent-caregivers participated in semistructured in-depth interviews to identify mechanisms for improving asthma self-management and propose characteristics for developing a digital media tool to aid such efforts. Teens and caregivers enumerated physician-recommended strategies for asthma management as well as currently employed strategies. Both groups thought of a potential digital media solution as positive, but indicated specific design requirements for such a solution to have utility. Whereas most participants perceived mobile platforms to be viable modes to improve asthma self-management, interest in having social networking capabilities was mixed. A digital media product capable of tracking conditions, triggers, and related asthma activities can be a core element of improved asthma control for youth. Improved asthma control will help decrease school absenteeism. © 2013, American School Health Association.

Study protocol: using the Q-STEPS to assess and improve the quality of physical activity programmes for the elderly.

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Marques, Ana I; Rosa, Maria J; Amorim, Marlene; Soares, Pedro; Oliveira-Tavares, António; Santos, Rute; Mota, Jorge; Carvalho, Joana

2012-07-09

Aging is one of the most important and obvious phenomenon observed in our society. In the past years, there has been a growing concern in designing physical activity (PA) programmes for elderly people, because evidence suggests that such health promotion interventions may reduce the deleterious effects of the ageing process. Accordingly, a growing body of literature points to the importance of a sound approach to planning and evaluation in order to improve the quality of PA programmes. However, while numerous PA programmes have been designed for the elderly in recent years, their evaluation has been scarce. Quality management processes and tools provide a practical way for organisations to assess, identify and shed light on the areas requiring improvement. The Quality Self-assessment Tool for Exercise Programmes for Seniors (Q-STEPS) seems to provide a framework tailored to evaluate PA programmes for the elderly. The primary purpose of this study is 1) to determine feasibility, acceptability and usability of the Q-STEPS. Secondary purposes of the study are: 2) to examine the quality of the PA programmes for elderly people developed by the Portuguese Local Administration over a three-year period of self-assessments in terms of: a) Enabler domains (Leadership, Policy and Strategy, People, Partnership and Resources, Processes); b) Result domains (Customer Results, People Results, Society Results and Key Performance Results); 3) to estimate the association between the use of Q-STEPS and some indicators relating to the elderly participants, during the three self-assessments, such as: attendance rates, physical fitness, health-related quality of life and the elderly's perceived quality of the programme. The study will be conducted in PA programmes for elderly adults from mainland Portuguese municipalities over a three-year period. The project will adopt a participative quality improvement approach that features annual learning cycles of: 1) self-assessment with the Q

A two-magnet strategy for improved mixing and capture from biofluids

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Doyle, Andrew B.; Haselton, Frederick R.

2016-01-01

Magnetic beads are a popular method for concentrating biomolecules from solution and have been more recently used in multistep pre-arrayed microfluidic cartridges. Typical processing strategies rely on a single magnet, resulting in a tight cluster of beads and requiring long incubation times to achieve high capture efficiencies, especially in highly viscous patient samples. This report describes a two-magnet strategy to improve the interaction of the bead surface with the surrounding fluid inside of a pre-arrayed, self-contained assay-in-a-tube. In the two-magnet system, target biomarker capture occurs at a rate three times faster than the single-magnet system. In clinically relevant biomatrices, we find a 2.5-fold improvement in biomarker capture at lower sample viscosities with the two-magnet system. In addition, we observe a 20% increase in the amount of protein captured at high viscosity for the two-magnet configuration relative to the single magnet approach. The two-magnet approach offers a means to achieve higher biomolecule extraction yields and shorter assay times in magnetic capture assays and in self-contained processor designs. PMID:27158286

Nursing Informatics Competencies: Psychometric Validation, Dissemination, and Maintenance of Self-Assessment Tool for Nurse Leaders.

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Collins, Sarah

2016-01-01

Due to rapid advances in technology, HIT competencies for nursing leaders require frequent attention and updating from experts in the field to ensure relevance to nursing leaders' work. This workshop will target nursing informatics researchers and leaders to: 1) learn methods and findings from a study validating a Self-Assessment Scale for Nursing Informatics Competencies for Nurse Leaders, 2) generate awareness of the Self-Assessment scale, 3) discuss strategies for maintenance of competencies overtime and 4) identify strategies to engage nursing leaders in this pursuit.

Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies

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Hussain Alkharusi

2013-01-01

Full Text Available The present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed.

Improvement in cognitive and psychosocial functioning and self image among adolescent inpatient suicide attempters.

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Hintikka, Ulla; Marttunen, Mauri; Pelkonen, Mirjami; Laukkanen, Eila; Viinamäki, Heimo; Lehtonen, Johannes

2006-12-29

Psychiatric treatment of suicidal youths is often difficult and non-compliance in treatment is a significant problem. This prospective study compared characteristics and changes in cognitive functioning, self image and psychosocial functioning among 13 to 18 year-old adolescent psychiatric inpatients with suicide attempts (n = 16) and with no suicidality (n = 39) The two-group pre-post test prospective study design included assessments by a psychiatrist, a psychologist and medical staff members as well as self-rated measures. DSM-III-R diagnoses were assigned using the SCID and thereafter transformed to DSM-IV diagnoses. Staff members assessed psychosocial functioning using the Global Assessment Scale (GAS). Cognitive performance was assessed using the Wechsler Adult Intelligence Scale, while the Offer Self-Image Questionnaire (OSIQ) was used to assess the subjects' self-image. ANCOVA with repeated measures was used to test changes from entry to discharge among the suicide attempters and non suicidal patients. Logistic regression modeling was used to assess variables associated with an improvement of 10 points or more in the GAS score. Among suicide attempter patients, psychosocial functioning, cognitive performance and both the psychological self and body-image improved during treatment and their treatment compliance and outcome were as good as that of the non-suicidal patients. Suicidal ideation and hopelessness declined, and psychosocial functioning improved. Changes in verbal cognitive performance were more pronounced among the suicide attempters. Having an improved body-image associated with a higher probability of improvement in psychosocial functioning while higher GAS score at entry was associated with lower probability of functional improvement in both patient groups. These findings illustrate that a multimodal treatment program seems to improve psychosocial functioning and self-image among severely disordered suicidal adolescent inpatients. There were no

Improvement in cognitive and psychosocial functioning and self image among adolescent inpatient suicide attempters

Directory of Open Access Journals (Sweden)

Laukkanen Eila

2006-12-01

Full Text Available Abstract Background Psychiatric treatment of suicidal youths is often difficult and non-compliance in treatment is a significant problem. This prospective study compared characteristics and changes in cognitive functioning, self image and psychosocial functioning among 13 to 18 year-old adolescent psychiatric inpatients with suicide attempts (n = 16 and with no suicidality (n = 39 Methods The two-group pre-post test prospective study design included assessments by a psychiatrist, a psychologist and medical staff members as well as self-rated measures. DSM-III-R diagnoses were assigned using the SCID and thereafter transformed to DSM-IV diagnoses. Staff members assessed psychosocial functioning using the Global Assessment Scale (GAS. Cognitive performance was assessed using the Wechsler Adult Intelligence Scale, while the Offer Self-Image Questionnaire (OSIQ was used to assess the subjects' self-image. ANCOVA with repeated measures was used to test changes from entry to discharge among the suicide attempters and non suicidal patients. Logistic regression modeling was used to assess variables associated with an improvement of 10 points or more in the GAS score. Results Among suicide attempter patients, psychosocial functioning, cognitive performance and both the psychological self and body-image improved during treatment and their treatment compliance and outcome were as good as that of the non-suicidal patients. Suicidal ideation and hopelessness declined, and psychosocial functioning improved. Changes in verbal cognitive performance were more pronounced among the suicide attempters. Having an improved body-image associated with a higher probability of improvement in psychosocial functioning while higher GAS score at entry was associated with lower probability of functional improvement in both patient groups. Conclusion These findings illustrate that a multimodal treatment program seems to improve psychosocial functioning and self-image among

Learning Goals and Strategies in the Self-regulation of Learning

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Gaeta Gonzalez, Martha Leticia

2013-01-01

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

Underachievers' Cognitive and Behavioral Strategies--Self-Handicapping at School.

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Nurmi, Jari-Erik; And Others

1995-01-01

Two studies with a total of 153 junior and senior high-school students and vocational students in Finland investigated whether underachievers applied a self-handicapping or learned-helplessness strategy in achievement contexts. Underachievers seemed to apply a self-handicapping strategy rather than a learned-helplessness approach. (SLD)

Guidelines for Self-assessment of Research Reactor Safety

International Nuclear Information System (INIS)

2018-01-01

Self-assessment is an organization’s internal process to review its current status, processes and performance against predefined criteria and thereby to provide key elements for the organization’s continual development and improvement. Self-assessment helps the organization to think through what it is expected to do, how it is performing in relation to these expectations, and what it needs to do to improve performance, fulfil the expectations and achieve better compliance with the predefined criteria. This publication provides guidelines for a research reactor operating organization to perform a self-assessment of the safety management and the safety of the facility and to identify gaps between the current situation and the IAEA safety requirements for research reactors. These guidelines also provide a methodology for Member States, regulatory bodies and operating organizations to perform a self-assessment of their application of the provisions of the Code of Conduct on the Safety of Research Reactors. This publication also addresses planning, implementation and follow-up of actions to enhance safety and strengthen application of the Code. The guidelines are applicable to all types of research reactor and critical and subcritical assemblies, at all stages in their lifetimes, and to States, regulatory bodies and operating organizations throughout all phases of research reactor programmes. Research reactor operating organizations can use these guidelines at any time to support self-assessments conducted in accordance with the organization’s integrated management system. These guidelines also serve as a tool for an organization to prepare to receive an IAEA Integrated Safety Assessment of Research Reactors (INSARR) mission. An important result of this is the opportunity for an operating organization to identify focus areas and make safety improvements in advance of an INSARR mission, thereby increasing the effectiveness of the mission and efficiency of the

Coping strategies for managing occupational stress for improved ...

African Journals Online (AJOL)

Occupational stress is receiving increasing concern as killer of workers and productivity deterrent. This paper assessed its management and some coping strategies, with a view to improving productivity among workers. The paper adopted literature review approach to x-ray the concept of occupational stress, symptoms of ...

Self-management in young adults with bipolar disorder: Strategies and challenges.

Science.gov (United States)

Nicholas, Jennifer; Boydell, Katherine; Christensen, Helen

2017-02-01

Early adoption of effective self-management strategies for bipolar disorder (BD) results in better clinical outcomes and increased quality of life. Therefore, facilitation of these strategies in young adults who are early in their illness course is vital. However, an understanding of self-management practices and needs of young adults with BD is lacking. This study explores young adult's perspectives of disorder self-management practices and challenges. Young adults with BD completed an online survey about disorder management strategies and challenges. Self-management was investigated through self-report and ratings of literature-derived strategies. Results were analysed using descriptive statistics and qualitative thematic analysis. Eighty-nine participants aged 18-30 (M=24.4; SD=3.9) completed the survey. Adherence to treatment, disorder psychoeducation, and sleep-management were the strategies rated most helpful. Six participant-reported self-management strategies were identified (1) Maintaining a healthy lifestyle; (2) Treatment attendance and adherence; (3) Participation in meaningful activities; (4) Engagement with social support; (5) Meditation and relaxation practices; and (6) Symptom monitoring. The most common self-management challenges experienced by young adults concerned the nature of the disorder, interpersonal relationships, and stigma. Participants likely represent a sub-set of young adults engaged with healthcare and therefore may not be representative of the population. Strategies reported vital by those successfully managing their disorder are not adequately utilised by young adults with BD. Both differences in strategy use and perceived self-management challenges represent important areas of clinical support and intervention. This increased understanding will help facilitate self-management skill development in this population. Copyright © 2016 Elsevier B.V. All rights reserved.

Impact of self-assessment by students on their learning.

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Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P academic performance, helping them in development of critical skills for analysis of their own work.

Strategies of performance self-monitoring in automotive production.

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Faye, Hélène; Falzon, Pierre

2009-09-01

Production in the automotive industry, based on assembly line work, is now characterized by lean manufacturing and customization. This results in greater flexibility and increased quality demands, including worker performance self-monitoring. The objectives of this study are to refine the concept of performance self-monitoring and to characterize the strategies developed by operators to achieve it. Data were collected based on the method of individual auto-confrontation, consisting of two steps: eleven assembly-line operators of a French automotive company were individually observed and video-taped while they were working; an interview then allowed each operator to discuss his/her activity based on the video-tape. This study expands the concept of performance self-monitoring by highlighting three types of strategies directly oriented toward quality: prevention, feedback control and control action strategies.

Distance Adult Students’ Self-Management Strategies of Online Learning Discussion

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Nur Shaminah binti Mustafa Kamalu

2013-12-01

Full Text Available With distance learning getting more attention, the need for self-management strategies of learning becomes more prevalent since online learning is independent of time and place. This study was conducted to explore adult distance online students’ self-management strategies of learning and the importance of computer skill and their level of self-management strategies with regard to age and gender. A quantitative method survey research design was used to carry out the research which used questionnaire as the instrument for data collecting process. Participants involved were a group of first semester distance online learning students who were full time primary school teachers. They had registered for Technology Instruction course. Findings revealed that the level of self-management strategies of learning among these adult learners was moderate. In terms of the difference in selfmanagement strategies of learning between gender and among different categories of age, the results revealed there were no significant differences. Relationship between each component of self-management and computer skill revealed that the highest correlation was between computer skill and evaluation.

Coping strategies and self-stigma in patients with schizophrenia-spectrum disorders

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Holubova M

2016-06-01

Full Text Available Michaela Holubova,1,2 Jan Prasko,1 Radovan Hruby,3 Klara Latalova,1 Dana Kamaradova,1 Marketa Marackova,1 Milos Slepecky,4 Terezia Gubova2 1Department of Psychiatry, Faculty of Medicine and Dentistry, Palacký University Olomouc, University Hospital Olomouc, Olomouc, Czech Republic; 2Department of Psychiatry, Hospital Liberec, Liberec, Czech Republic; 3Private Psychiatric Practice, Martin, Slovak Republic; 4Department of Psychology Sciences, Faculty of Social Science and Health Care, Constantine the Philosopher University, Nitra, Slovak Republic Background: Maladaptive coping strategies may adversely disturb the overall functioning of people with mental disorders. Also, self-stigma is considered a maladaptive psychosocial phenomenon that can affect many areas of patient life. It has a negative impact on self-image, and may lead to dysphoria, social isolation, reduced adherence, using of negative coping strategies, and lower quality of life. The objective of this study was to determine the relationship between coping strategies and self-stigma among persons with schizophrenia and related psychotic disorders.Subjects and methods: A total of 104 clinically stable outpatients with chronic schizophrenia-spectrum disorders were enrolled in a cross-sectional study. Sociodemographic and clinical data were recorded. Patients were examined by psychiatrists with the Stress Coping Style Questionnaire, the Internalized Stigma of Mental Illness scale, and the Clinical Global Impression scale. Correlation and multiple-regression analyses were performed to discover contributing factors to self-stigma.Results: Positive coping strategies were used by patients with schizophrenia-spectrum disorders to the same extent as in the healthy population. Negative coping strategies were overused by these patients. There were significant associations between self-stigma, severity of the disorder, and coping strategies in schizophrenia. The ability to use positive coping

Development of self and peer performance assessment on iodometric titration experiment

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Nahadi; Siswaningsih, W.; Kusumaningtyas, H.

2018-05-01

This study aims to describe the process in developing of reliable and valid assessment to measure students’ performance on iodometric titration and the effect of the self and peer assessment on students’ performance. The self and peer-instrument provides valuable feedback for the student performance improvement. The developed assessment contains rubric and task for facilitating self and peer assessment. The participants are 24 students at the second-grade student in certain vocational high school in Bandung. The participants divided into two groups. The first 12 students involved in the validity test of the developed assessment, while the remain 12 students participated for the reliability test. The content validity was evaluated based on the judgment experts. Test result of content validity based on judgment expert show that the developed performance assessment instrument categorized as valid on each task with the realibity classified as very good. Analysis of the impact of the self and peer assessment implementation showed that the peer instrument supported the self assessment.

Implementation of multidimensional knowledge translation strategies to improve procedural pain in hospitalized children.

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Stevens, Bonnie J; Yamada, Janet; Promislow, Sara; Stinson, Jennifer; Harrison, Denise; Victor, J Charles

2014-11-25

Despite extensive research, institutional policies, and practice guidelines, procedural pain remains undertreated in hospitalized children. Knowledge translation (KT) strategies have been employed to bridge the research to practice gap with varying success. The most effective single or combination of KT strategies has not been found. A multifaceted KT intervention, Evidence-based Practice for Improving Quality (EPIQ), that included tailored KT strategies was effective in improving pain practices and clinical outcomes at the unit level in a prospective comparative cohort study in 32 hospital units (16 EPIQ intervention and 16 Standard Care), in eight pediatric hospitals in Canada. In a study of the 16 EPIQ units (two at each hospital) only, the objectives were to: determine the effectiveness of evidence-based KT strategies implemented to achieve unit aims; describe the KT strategies implemented and their influence on pain assessment and management across unit types; and identify facilitators and barriers to their implementation. Data were collected from each EPIQ intervention unit on targeted pain practices and KT strategies implemented, through chart review and a process evaluation checklist, following four intervention cycles over a 15-month period. Following the completion of the four cycle intervention, 78% of 23 targeted pain practice aims across units were achieved within 80% of the stated aims. A statistically significant improvement was found in the proportion of children receiving pain assessment and management, regardless of pre-determined aims (p strategies implemented was 35 and included reminders, educational outreach and materials, and audit and feedback. Units successful in achieving their aims implemented more KT strategies than units that did not. No specific type of single or combination of KT strategies was more effective in improving pain assessment and management outcomes. Tailoring KT strategies to unit context, support from unit leadership

Strategies for self-management support by patients with stroke: integrative review

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Huana Carolina Cândido Morais

2015-02-01

Full Text Available OBJECTIVE To analyze strategies for self-management support by patients with stroke in the light of the methodology of the five A's (ask, advice, assess, assist and arrange. METHODS Integrative review conducted at the following databases CINAHL, SCOPUS, PubMed, Cochrane and LILACS. RESULTS A total of 43 studies published between 2000 and 2013 comprised the study sample. All proposed actions in the five A's methodology and others were included. We highlight the Assist and Arrange, in which we added actions, especially with regard to the use of technological resources and joint monitoring between patients, families and professionals. No study included all five A's, which suggests that the actions of supported self-management are developed in a fragmented way. CONCLUSION The use of five A's strategy provides guidelines for better management of patients with stroke with lower cost and higher effectiveness.

Optimal energy management strategy for self-reconfigurable batteries

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Bouchhima, Nejmeddine; Schnierle, Marc; Schulte, Sascha; Birke, Kai Peter

2017-01-01

This paper proposes a novel energy management strategy for multi-cell high voltage batteries where the current through each cell can be controlled, called self-reconfigurable batteries. An optimized control strategy further enhances the energy efficiency gained by the hardware architecture of those batteries. Currently, achieving cell equalization by using the active balancing circuits is considered as the best way to optimize the energy efficiency of the battery pack. This study demonstrates that optimizing the energy efficiency of self-reconfigurable batteries is no more strongly correlated to the cell balancing. According to the features of this novel battery architecture, the energy management strategy is formulated as nonlinear dynamic optimization problem. To solve this optimal control, an optimization algorithm that generates the optimal discharge policy for a given driving cycle is developed based on dynamic programming and code vectorization. The simulation results show that the designed energy management strategy maximizes the system efficiency across the battery lifetime over conventional approaches. Furthermore, the present energy management strategy can be implemented online due to the reduced complexity of the optimization algorithm. - Highlights: • The energy efficiency of self-reconfigurable batteries is maximized. • The energy management strategy for the battery is formulated as optimal control problem. • Developing an optimization algorithm using dynamic programming techniques and code vectorization. • Simulation studies are conducted to validate the proposed optimal strategy.

Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

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Peixoto, Francisco; Almeida, Leandro S.

2010-01-01

Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…

Executive functioning independently predicts self-rated health and improvement in self-rated health over time among community-dwelling older adults.

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McHugh, Joanna Edel; Lawlor, Brian A

2016-01-01

Self-rated health, as distinct from objective measures of health, is a clinically informative metric among older adults. The purpose of our study was to examine the cognitive and psychosocial factors associated with self-rated health. 624 participants over the age of 60 were assessed at baseline, and of these, 510 were contacted for a follow-up two years later. Measures of executive function and self-rated health were assessed at baseline, and self-rated health was assessed at follow-up. We employed multiple linear regression analyses to investigate the relationship between executive functioning and self-rated health, while controlling for demographic, psychosocial and biological variables. Controlling for other relevant variables, executive functioning independently and solely predicted self-rated health, both at a cross-sectional level, and also over time. Loneliness was also found to cross-sectionally predict self-rated health, although this relationship was not present at a longitudinal level. Older adults' self-rated health may be related to their executive functioning and to their loneliness. Self-rated health appeared to improve over time, and the extent of this improvement was also related to executive functioning at baseline. Self-rated health may be a judgement made of one's functioning, especially executive functioning, which changes with age and therefore may be particularly salient in the reflections of older adults.

Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination-Related Self-Efficacy.

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Crego, Antonio; Carrillo-Diaz, María; Armfield, Jason M; Romero, Martín

2016-02-01

Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, pemotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, prational and emotional coping strategies were, respectively, positively (β=0.16, prational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance.

Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering

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Nikolic, Sasha; Stirling, David; Ros, Montserrat

2018-07-01

Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self- and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.

Cognitive training of self-initiation of semantic encoding strategies in schizophrenia: A pilot study.

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Guimond, Synthia; Lepage, Martin

2016-01-01

Available cognitive remediation interventions have a significant but relatively small to moderate impact on episodic memory in schizophrenia. The present study aimed to evaluate the efficacy and feasibility of a brief novel episodic memory training targeting the self-initiation of semantic encoding strategies. To select patients with such deficits, 28 participants with schizophrenia performed our Semantic Encoding Memory Task (SEMT) that provides a measure of self-initiated semantic encoding strategies. This task identified a deficit in 13 participants who were then offered two 60-minute training sessions one week apart. After the training, patients performed an alternate version of the SEMT. The CVLT-II (a standardised measure of semantic encoding strategies) and the BVMT-R (a control spatial memory task) were used to quantify memory pre- and post-training. After the training, participants were significantly better at self-initiating semantic encoding strategies in the SEMT (p = .004) and in the CVLT-II (p = .002). No significant differences were found in the BVMT-R. The current study demonstrates that a brief and specific training in memory strategies can help patients to improve a deficient memory process in schizophrenia. Future studies will need to test this intervention further using a randomised controlled trial, and to explore its functional impact.

Small group learning: effect on item analysis and accuracy of self-assessment of medical students.

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Biswas, Shubho Subrata; Jain, Vaishali; Agrawal, Vandana; Bindra, Maninder

2015-01-01

Small group sessions are regarded as a more active and student-centered approach to learning. Item analysis provides objective evidence of whether such sessions improve comprehension and make the topic easier for students, in addition to assessing the relative benefit of the sessions to good versus poor performers. Self-assessment makes students aware of their deficiencies. Small group sessions can also help students develop the ability to self-assess. This study was carried out to assess the effect of small group sessions on item analysis and students' self-assessment. A total of 21 female and 29 male first year medical students participated in a small group session on topics covered by didactic lectures two weeks earlier. It was preceded and followed by two multiple choice question (MCQ) tests, in which students were asked to self-assess their likely score. The MCQs used were item analyzed in a previous group and were chosen of matching difficulty and discriminatory indices for the pre- and post-tests. The small group session improved the marks of both genders equally, but female performance was better. The session made the items easier; increasing the difficulty index significantly but there was no significant alteration in the discriminatory index. There was overestimation in the self-assessment of both genders, but male overestimation was greater. The session improved the self-assessment of students in terms of expected marks and expectation of passing. Small group session improved the ability of students to self-assess their knowledge and increased the difficulty index of items reflecting students' better performance.

A glucocorticoid education group meeting: an effective strategy for improving self-management to prevent adrenal crisis.

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Repping-Wuts, Han J W J; Stikkelbroeck, Nike M M L; Noordzij, Alida; Kerstens, Mies; Hermus, Ad R M M

2013-07-01

To assess self-management in patients receiving glucocorticoid replacement therapy for primary or secondary adrenal failure before and 6 months after a glucocorticoid education group meeting. All patients with primary or secondary adrenal insufficiency, treated at the Department of Medicine, Division of Endocrinology, were invited by their endocrinologist to participate in a 3-h glucocorticoid education group meeting, consisting of a lecture about the disease and glucocorticoid doses adjustments in case of stress, followed by an instruction on how to inject hydrocortisone i.m. Finally, all participants could practise the i.m. injection and discuss their experience with (imminent) adrenal crises with other patients and the health care providers. Two weeks before the meeting and 6 months after the meeting, patients were asked to fill out a questionnaire about how they would act in six different conditions (e.g. febrile illness or vomiting). Of the 405 patients who were invited, 246 patients (61%) participated. At baseline the response by the participants on the questionnaire was 100% (n=246) and at follow-up 74% (n=183). At follow-up, significantly more participants (P≤0.005) gave the correct answers to how to act in different situations (e.g. self-administration of a glucocorticoid injection and phone contact in case of vomiting/diarrhoea without fever). Moreover, the use of self-management tools, such as having a 'medicine passport (travel document with information about disease and medication) (P=0.007) or SOS medallion (P=0.0007)', increased. A glucocorticoid education group meeting for patients with adrenal failure seems helpful to improve self-management and proper use of stress-related glucocorticoid dose adjustment.

Health self-assessment by hemodialysis patients in the Brazilian Unified Health System

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Moreira, Tiago Ricardo; Giatti, Luana; Cesar, Cibele Comini; Andrade, Eli Iola Gurgel; Acurcio, Francisco de Assis; Cherchiglia, Mariângela Leal

2016-01-01

ABSTRACT OBJECTIVE To examine whether the level of complexity of the services structure and sociodemographic and clinical characteristics of patients in hemodialysis are associated with the prevalence of poor health self-assessment. METHODS In this cross-sectional study, we evaluated 1,621 patients with chronic terminal kidney disease on hemodialysis accompanied in 81 dialysis services in the Brazilian Unified Health System in 2007. Sampling was performed by conglomerate in two stages and a structured questionnaire was applied to participants. Multilevel multiple logistic regression was used for data analysis. RESULTS The prevalence of poor health self-assessment was of 54.5%, and in multivariable analysis it was associated with the following variables: increasing age (OR = 1.02; 95%CI 1.01–1.02), separated or divorced marital status (OR = 0.62; 95%CI 0.34–0.88), having 12 years or more of study (OR = 0.51; 95%CI 0.37–0.71), spending more than 60 minutes in commuting between home and the dialysis service (OR = 1.80; 95%CI 1.29–2.51), having three or more self-referred diseases (OR = 2.20; 95%CI 1.33–3.62), and reporting some (OR = 2.17; 95%CI 1.66–2.84) or a lot of (OR = 2.74; 95%CI 2.04–3.68) trouble falling asleep. Individuals in treatment in dialysis services with the highest level of complexity in the structure presented less chance of performing a self-assessment of their health as bad (OR = 0.59; 95%CI 0.42–0.84). CONCLUSIONS We showed poor health self-assessment is associated with age, years of formal education, marital status, home commuting time to the dialysis service, number of self-referred diseases, report of trouble sleeping, and also with the level of complexity of the structure of health services. Acknowledging these factors can contribute to the development of strategies to improve the health of patients in hemodialysis in the Brazilian Unified Health System. PMID:27143610

Health self-assessment by hemodialysis patients in the Brazilian Unified Health System

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Tiago Ricardo Moreira

2016-01-01

Full Text Available ABSTRACT OBJECTIVE To examine whether the level of complexity of the services structure and sociodemographic and clinical characteristics of patients in hemodialysis are associated with the prevalence of poor health self-assessment. METHODS In this cross-sectional study, we evaluated 1,621 patients with chronic terminal kidney disease on hemodialysis accompanied in 81 dialysis services in the Brazilian Unified Health System in 2007. Sampling was performed by conglomerate in two stages and a structured questionnaire was applied to participants. Multilevel multiple logistic regression was used for data analysis. RESULTS The prevalence of poor health self-assessment was of 54.5%, and in multivariable analysis it was associated with the following variables: increasing age (OR = 1.02; 95%CI 1.01–1.02, separated or divorced marital status (OR = 0.62; 95%CI 0.34–0.88, having 12 years or more of study (OR = 0.51; 95%CI 0.37–0.71, spending more than 60 minutes in commuting between home and the dialysis service (OR = 1.80; 95%CI 1.29–2.51, having three or more self-referred diseases (OR = 2.20; 95%CI 1.33–3.62, and reporting some (OR = 2.17; 95%CI 1.66–2.84 or a lot of (OR = 2.74; 95%CI 2.04–3.68 trouble falling asleep. Individuals in treatment in dialysis services with the highest level of complexity in the structure presented less chance of performing a self-assessment of their health as bad (OR = 0.59; 95%CI 0.42–0.84. CONCLUSIONS We showed poor health self-assessment is associated with age, years of formal education, marital status, home commuting time to the dialysis service, number of self-referred diseases, report of trouble sleeping, and also with the level of complexity of the structure of health services. Acknowledging these factors can contribute to the development of strategies to improve the health of patients in hemodialysis in the Brazilian Unified Health System.

Occupational therapy consultation for case managers in community mental health: exploring strategies to improve job satisfaction and self-efficacy.

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Chapleau, Ann; Seroczynski, A D; Meyers, Susan; Lamb, Kristen; Haynes, Susan

2011-01-01

The purpose of this study was 2-fold: (1) to examine to what extent case managers' job satisfaction and self-efficacy were impacted by the addition of an occupational therapy consultation model and (2) to identify factors that both positively and negatively impacted the occupational therapy consultation services. The study was conducted at a mental health community support program in a local homeless center. In a 2-year study, a mixed-methods design was used to study changes over time in job satisfaction and perceived self-efficacy among 14 case managers who received ongoing occupational therapy consultation. Job satisfaction and self-efficacy data were obtained using standardized questionnaires. Qualitative data related to factors impacting the consultation program were obtained using open-ended written questions, focus groups, and individual interviews. Statistically significant differences in job satisfaction and perceptions of self-efficacy were found 18 months into the study, when case managers were more actively seeking occupational therapy consultation services and were reporting improved client outcomes from occupational therapy intervention. In addition, themes related to both positive and negative factors impacting the occupational therapy consultation program were identified and provided useful data for development of future consultation services. IMPLICATION FOR CASE MANAGEMENT PRACTICE: Results suggest that ongoing training and professional support for case managers who are paraprofessionals and/or new to mental health practice may improve job satisfaction and efficacy. Occupational therapy consultation may be helpful in developing services for health promotion, including self-care management, cognitive assessments, activity-based programming, and home safety evaluation and modification. In addition, new graduates and paraprofessional case managers working with clients who are high utilizers of services may benefit from smaller caseloads and support

[The benefit of self-assessment in rehabilitation].

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Belhelal, Djamila; Garcia, Marie-Line; Velay, Anne-Sophie

2015-01-01

The clinical stabilisation of the patient is a phase which is favourable for carrying out self-assessment to help them determine their resources. Adapted assessment scales are useful tools. On the basis of these, an initial care project is put in place which takes shape as and when the assessments are carried out. Ensuring the patient follows a therapeutic education programme aims particularly at improving their knowledge of their health. Copyright © 2015. Published by Elsevier Masson SAS.

Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

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Chang, Ching; Chang, Chih-Kai

2014-01-01

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

Role of health education and self-action plan in improving the drug compliance in bronchial asthma.

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Gaude, Gajanan S; Hattiholi, Jyothi; Chaudhury, Alisha

2014-01-01

Considering the prevalence and associated burden of disease due to bronchial asthma, it is mandatory to obtain an optimal control of the disease and to improve outcomes for these patients. But it has been observed that there is very poor adherence to the inhalational therapy which leads to the suboptimal control of the disease. To study the adherence for aerosol therapy in bronchial asthma patients and to assess the impact of health education and self-action plan in improving the compliance to the therapy. A prospective study was done in a total of 500 bronchial asthma patients over a period of 2 years. Once included in the study, the patients were followed-up for a total of 12 weeks for calculation of nonadherence to the aerosol therapy. In nonadherent patients, we employed various health education strategies to improve the compliance in these cases. A total of 500 patients of bronchial asthma who were started on aerosol therapy over duration of 2 years were included in the study. At the end of 12 weeks, it was observed that, only 193 patients (38.6%) had regular compliance and 307 patients (61.4%) were noncompliant to aerosol therapy as prescribed for bronchial asthma. Factors that were associated with poor compliance were: Lower educational level status, poor socioeconomic status, cumbersome regimens, dislike of medication, and distant pharmacies. Nondrug factors that reduced the compliance were: Fears about side effects, anger about condition or its treatment, forgetfulness or complacency, and patient's ill attitudes toward health. After employing the various strategies for improving the compliance in these patients, the compliance increased in 176 patients (57.3%) among the earlier defaulted patients, while the remaining 131 patients (42.7%) were found to be noncompliant even after various educational techniques. Noncompliance in asthma management is a fact of life and no single compliance improving strategy probably will be as effective as a good physician

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

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Amy Siegesmund

2016-05-01

Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

Efficacy of applying self-assessment of larviciding operation, Chabahar, Iran

Science.gov (United States)

2012-01-01

, the findings of self-assessment and external evaluation were similar in the vast majority of reviewed reports (95%). Conclusion The self-assessment tool seems to be valid and reliable in improving effectiveness of larviciding operations. Furthermore, the result of self-assessment is more compatible with external evaluation results if it would be applied frequently. Therefore, it can be used as an alternative assessment technique in the evaluation of larviciding operations in addition to traditional assessment methods. PMID:22985394

Surgical correction of pectus carinatum improves perceived body image, mental health and self-esteem.

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Knudsen, Marie Veje; Grosen, Kasper; Pilegaard, Hans K; Laustsen, Sussie

2015-09-01

The purpose of this study was to assess the effects of surgical correction of pectus carinatum on health-related quality of life and self-esteem. Between May 2012 and May 2013, a prospective observational single-center cohort study was conducted on consecutive patients undergoing surgical correction of pectus carinatum at our institution. Patients filled in questionnaires on health-related quality of life and self-esteem before and six months after surgery. Disease-specific health-related quality of life was improved by 33% (95% CI: 23; 44%) according to responses to the Nuss Questionnaire modified for Adults. The improvement for generic mental health-related quality of life was 7% (95% CI: 3; 12%) in responses to the Short Form-36 Questionnaire. The improvement in self-esteem was 9% (95% CI: 2; 17%) as assessed with the Rosenberg Self-Esteem Scale. A Single Step Questionnaire supported the improvements in health-related quality of life and self-esteem six months postsurgery. This study confirms positive effects of surgical correction of pectus carinatum on health-related quality of life and self-esteem. Patients were to a greater extent self-satisfied about chest appearance following surgery, indicating this to be a step in the right direction toward improved body image, mental health and self-esteem. Copyright © 2015 Elsevier Inc. All rights reserved.

Does active application of universal adhesives to enamel in self-etch mode improve their performance?

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Loguercio, Alessandro D; Muñoz, Miguel Angel; Luque-Martinez, Issis; Hass, Viviane; Reis, Alessandra; Perdigão, Jorge

2015-09-01

To evaluate the effect of adhesion strategy on the enamel microshear bond strengths (μSBS), etching pattern, and in situ degree of conversion (DC) of seven universal adhesives. 84 extracted third molars were sectioned in four parts (buccal, lingual, proximal) and divided into 21 groups, according to the combination of the main factors adhesive (AdheSE Universal [ADU], All-Bond Universal [ABU], Clearfil Universal [CFU], Futurabond U [FBU], G-Bond Plus [GBP], Prime&Bond Elect (PBE), and Scotchbond Universal Adhesive [SBU]), and adhesion strategy (etch-and-rinse, active self-etch, and passive self-etch). Specimens were stored in water (37°C/24h) and tested at 1.0mm/min (μSBS). Enamel-resin interfaces were evaluated for DC using micro-Raman spectroscopy. The enamel-etching pattern was evaluated under a field-emission scanning electron microscope (direct and replica techniques). Data were analyzed with two-way ANOVA and Tukey's test (α=0.05). Active self-etch application increased μSBS and DC for five out of the seven universal adhesives when compared to passive application (padhesives in the etch-and-rinse strategy. A slight improvement in etching ability was observed in active self-etch application compared to that of passive self-etch application. Replicas of GBP and PBE applied in active self-etch mode displayed morphological features compatible with water droplets. The DC of GBP and PBE were not affected by the application/strategy mode. In light of the improved performance of universal adhesives when applied actively in SE mode, selective enamel etching with phosphoric acid may not be crucial for their adhesion to enamel. The active application of universal adhesives in self-etch mode may be a practical alternative to enamel etching in specific clinical situations. Copyright © 2015 Elsevier Ltd. All rights reserved.

The PP ampersand L Nuclear Department model for conducting self-assessments

International Nuclear Information System (INIS)

Murthy, M.L.R.; Vernick, H.R.; Male, A.M.; Burchill, W.E.

1995-01-01

The nuclear department of Pennsylvania Power ampersand Light Company (PP ampersand L) has initiated an aggressive, methodical, self-assessment program. Self-assessments are conducted to prevent problems, improve performance, and monitor results. The assessment activities are conducted by, or for, an individual having responsibility for performing the work being assessed. This individual, or customer, accepts ownership of the assessment effort and commits to implementing the recommendations agreed on during the assessment. This paper discusses the main elements of the assessment model developed by PP ampersand L and the results the model has achieved to date

Self-Explanation, An Instructional Strategy to Foster Clinical Reasoning in Medical Students

Directory of Open Access Journals (Sweden)

Martine Chamberland

2015-12-01

Full Text Available Clinical reasoning is a critical and complex skill that medical students have to develop in the course of their training. Although research on medical expertise has successfully examined the different components of that skill, designing educational interventions that support the development of clinical reasoning in students remains a challenge for medical educators. The theory of medical expertise describes how students׳ medical knowledge develops and is progressively restructured during their training and in particular through clinical exposure to patient problems. Instructional strategies to foster students’ learning from practice with clinical cases are scarce. This article describes the use of self-explanation as such a strategy. Self-explanation is an active learning technique of proven effectiveness in other domains which consists of having students explaining to themselves information on to-be-learned materials. The mechanisms through which self-explanation fosters learning are described. Self-explanation promotes knowledge development and revision of mental representations through elaboration on new information, organisation and integration of new knowledge into existing cognitive structures and monitoring of the learning process. Subsequently, the article shows how self-explanation has recently been investigated in medicine as an instructional strategy to support students׳ clinical reasoning. Available studies have demonstrated that students׳ diagnostic performance improves when they use self-explanation while solving clinical problems of a less familiar clinical topic. Unfamiliarity seems to trigger more self-explanations and to stimulate students to reactivate relevant biomedical knowledge, which could lead to the development of more coherent representations of diseases. The benefit of students׳ self-explanation is increased when it is combined with listening to residents׳ self-explanation examples and with prompts. The

Development and face validation of strategies for improving consultation skills.

Science.gov (United States)

Lefroy, Janet; Thomas, Adam; Harrison, Chris; Williams, Stephen; O'Mahony, Fidelma; Gay, Simon; Kinston, Ruth; McKinley, R K

2014-12-01

While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of written feedback. To systematically develop, validate and maximise the utility of a comprehensive list of strategies for improvement of consultation skills through a process involving both medical students and their clinical primary and secondary care tutors. Modified Delphi study with tutors, modified nominal group study with students with moderation of outputs by consensus round table discussion by the authors. 35 hospital and 21 GP tutors participated in the Delphi study and contributed 153 new or modified strategies. After review of these and the 205 original strategies, 265 strategies entered the nominal group study to which 46 year four and five students contributed, resulting in the final list of 249 validated strategies. We have developed a valid and comprehensive set of strategies which are considered useful by medical students. This list can be immediately applied by any school which uses the Calgary Cambridge Framework to inform the content of formative feedback on consultation skills. We consider that the list could also be mapped to alternative skills frameworks and so be utilised by schools which do not use the Calgary Cambridge Framework.

Quality improvement, implementation, and dissemination strategies to improve mental health care for children and adolescents: a systematic review.

Science.gov (United States)

Forman-Hoffman, Valerie L; Middleton, Jennifer Cook; McKeeman, Joni L; Stambaugh, Leyla F; Christian, Robert B; Gaynes, Bradley N; Kane, Heather Lynne; Kahwati, Leila C; Lohr, Kathleen N; Viswanathan, Meera

2017-07-24

Some outcomes for children with mental health problems remain suboptimal because of poor access to care and the failure of systems and providers to adopt established quality improvement strategies and interventions with proven effectiveness. This review had three goals: (1) assess the effectiveness of quality improvement, implementation, and dissemination strategies intended to improve the mental health care of children and adolescents; (2) examine harms associated with these strategies; and (3) determine whether effectiveness or harms differ for subgroups based on system, organizational, practitioner, or patient characteristics. Sources included MEDLINE®, the Cochrane Library, PsycINFO, and CINAHL, from database inception through February 17, 2017. Additional sources included gray literature, additional studies from reference lists, and technical experts. Two reviewers selected relevant randomized controlled trials (RCTs) and observational studies, extracted data, and assessed risk of bias. Dual analysis, synthesis, and grading of the strength of evidence for each outcome followed for studies meeting inclusion criteria. We also used qualitative comparative analysis to examine relationships between combinations of strategy components and improvements in outcomes. We identified 18 strategies described in 19 studies. Eleven strategies significantly improved at least one measure of intermediate outcomes, final health outcomes, or resource use. Moderate strength of evidence (from one RCT) supported using provider financial incentives such as pay for performance to improve the competence with which practitioners can implement evidence-based practices (EBPs). We found inconsistent evidence involving strategies with educational meetings, materials, and outreach; programs appeared to be successful in combination with reminders or providing practitioners with newly collected clinical information. We also found low strength of evidence for no benefit for initiatives that

Improved self-exclusion program: preliminary results.

Science.gov (United States)

Tremblay, Nicole; Boutin, Claude; Ladouceur, Robert

2008-12-01

The gambling industry has offered self-exclusion programs for quite a long time. Such measures are designed to limit access to gaming opportunities and provide problem gamblers with the help they need to cease or limit their gambling behaviour. However, few studies have empirically evaluated these programs. This study has three objectives: (1) to observe the participation in an improved self-exclusion program that includes an initial voluntary evaluation, phone support, and a mandatory meeting, (2) to evaluate satisfaction and usefulness of this service as perceived by self-excluders, (3) to measure the preliminary impact of this improved program. One hundred sixteen self-excluders completed a questionnaire about their satisfaction and their perception of the usefulness during the mandatory meeting. Among those participants, 39 attended an initial meeting. Comparisons between data collected at the initial meeting and data taken at the final meeting were made for those 39 participants. Data showed that gamblers chose the improved self-exclusion program 75% of the time; 25% preferred to sign a regular self-exclusion contract. Among those who chose the improved service, 40% wanted an initial voluntary evaluation and 37% of these individuals actually attended that meeting. Seventy percent of gamblers came to the mandatory meeting, which was a required condition to end their self-exclusion. The majority of participants were satisfied with the improved self-exclusion service and perceived it as useful. Major improvements were observed between the final and the initial evaluation on time and money spent, consequences of gambling, DSM-IV score, and psychological distress. The applicability of an improved self-exclusion program is discussed and, as shown in our study, the inclusion of a final mandatory meeting might not be so repulsive for self-excluders. Future research directives are also proposed.

Analysis System for Self-Efficacy Training (ASSET). Assessing treatment fidelity of self-management interventions.

Science.gov (United States)

Zinken, Katarzyna M; Cradock, Sue; Skinner, T Chas

2008-08-01

The paper presents the development of a coding tool for self-efficacy orientated interventions in diabetes self-management programmes (Analysis System for Self-Efficacy Training, ASSET) and explores its construct validity and clinical utility. Based on four sources of self-efficacy (i.e., mastery experience, role modelling, verbal persuasion and physiological and affective states), published self-efficacy based interventions for diabetes care were analysed in order to identify specific verbal behavioural techniques. Video-recorded facilitating behaviours were evaluated using ASSET. The reliability between four coders was high (K=0.71). ASSET enabled assessment of both self-efficacy based techniques and participants' response to those techniques. Individual patterns of delivery and shifts over time across facilitators were found. In the presented intervention we observed that self-efficacy utterances were followed by longer patient verbal responses than non-self-efficacy utterances. These detailed analyses with ASSET provide rich data and give the researcher an insight into the underlying mechanism of the intervention process. By providing a detailed description of self-efficacy strategies ASSET can be used by health care professionals to guide reflective practice and support training programmes.

An innovative cross-sectoral method for implementation of trade-off adaptation strategy assessment under climate change

Science.gov (United States)

Tsao, Jung-Hsuan; Tung, Ching-Pin; Liu, Tzu-Ming

2014-05-01

Climate change will increase sharp risks to the water and food supply in coming decades. Although impact assessment and adaptation evaluation has been discussed a lot in recent years, the importance of adaptation implement should not be ignored. In Taiwan, and elsewhere, fallow is an option of adaptation strategy under climate change. Fallow would improve the water scarcity of domestic use, but the food security might be threatened. The trade-off effects of adaptation actions are just like the side effects of medicine which cannot be avoided. Thus, managing water resources with an integrated approach will be urgent. This study aims to establish a cross-sectoral framework for implementation the trade-off adaptation strategy. Not only fallow, but also other trade-off strategy like increasing the percentage of national grain self-sufficiency would be analyzed by a rational decision process. The recent percentage of grain self-sufficiency in Taiwan is around 32, which was decreasing from 53 thirty years ago. Yet, the goal of increasing grain self-sufficiency means much more water must be used in agriculture. In that way, domestic users may face the water shortage situation. Considering the conflicts between water supply and food security, the concepts from integrative negotiation are appropriate to apply. The implementation of trade-off adaptation strategies needs to start by quantifying the utility of water supply and food security were be quantified. Next, each side's bottom line can be found by BATNA (Best Alternative to a Negotiated Agreement) and ZOPA (Zone of Possible Agreement). ZOPA provides the entire possible outcomes, and BATNA ensures the efficiency of adaptation actions by moving along with Pareto frontier. Therefore, the optimal percentage of fallow and grain self-sufficiency can be determined. Furthermore, BATNA also provides the pathway step by step which can be a guideline of adaptation strategies. This framework allows analysts and stakeholder to

Self-care assessment as an indicator for clinical supervision in nursing

Directory of Open Access Journals (Sweden)

Sílvia Marlene Monteiro Teixeira

2016-06-01

Full Text Available Objective: to evaluate the needs of clinical supervision for nurses to assess the degree of dependence on self-care and planning of nursing interventions. Methods: analytical study, cross-cutting nature, collecting data from a sample of 110 patients. Results: it was shown the differences in the identification of the degree of dependence between registers and experts, as well as the selection of operations for each self-care and failures to the original assessment of the filling level (no evaluation self-care/no identification of the degree of dependence. Conclusion: there were gaps in the nursing process; they have proposed strategies such as clinical supervision sessions, training, case studies, protocols and guidance documents, to be included in a clinical supervision in nursing model.

Quality improvement education to improve performance on ulcerative colitis quality measures and care processes aligned with National Quality Strategy priorities.

Science.gov (United States)

Greene, Laurence; Moreo, Kathleen

2015-01-01

Studies on inflammatory bowel disease (IBD) have reported suboptimal approaches to patient care. In the United States, the findings have motivated leading gastroenterology organizations to call for initiatives that support clinicians in aligning their practices with quality measures for IBD and priorities of the National Quality Strategy (NQS). We designed and implemented a quality improvement (QI) education program on ulcerative colitis in which patient charts were audited for 30 gastroenterologists before (n = 300 charts) and after (n = 290 charts) they participated in QI-focused educational activities. Charts were audited for nine measures, selected for their alignment with four NQS priorities: making care safer, ensuring patient engagement, promoting communication, and promoting effective treatment practices. Four of the measures, including guideline-directed vaccinations and assessments of disease type and activity, were part of the CMS Physician Quality Reporting System (PQRS). The other five measures involved counseling patients on various topics in ulcerative colitis management, documentation of side effects, assessment of adherence status, and simplification of dosing. The gastroenterologists also completed baseline and post-education surveys designed to assess qualitative outcomes. One of the educational interventions was a private audit feedback session conducted for each gastroenterologist. The sessions were designed to support participants in identifying measures reflecting suboptimal care quality and developing action plans for improvement. In continuous improvement cycles, follow-up interventions included QI tools and educational monographs. Across the nine chart variables, post-education improvements ranged from 0% to 48%, with a mean improvement of 15.9%. Survey findings revealed improvements in self-reported understanding of quality measures and intentions to apply them to practice, and lower rates of perceived significant barriers to high

A comparison of students' self-assessments with faculty evaluations of their communication skills.

Science.gov (United States)

Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

Self-directed study using MP3 players to improve auscultation proficiency of physicians: a randomized, controlled trial.

Science.gov (United States)

Donato, Anthony A; Kaliyadan, Antony G; Wasser, Thomas

2014-01-01

Studies of physicians at all levels of training demonstrate significant deficiencies in cardiac auscultation skills. The best instructional methods to augment these skills are not known. This study was a randomized, controlled trial of 83 noncardiologist volunteers exposed to a 12-week lower cognitive load self-study group using MP3 players containing heart sound audio files compared to a group receiving a 1-time 1-hour higher cognitive load multimedia lecture using the same audio files. The primary outcome measure was change in 15-question posttest score at 4 and 12 weeks as compared to pretest on recognition of identical audio files introduced during training. In the self-study group, the association of total exposure and deliberate practice effort (estimated by standard deviation of files played/mean) to improvement in test score was measured as a secondary end point. Self-study group participants improved as compared to pretest by 4.42 ± 3.41 answers correct at 12 weeks (5.09-9.51 correct, p < .001), while those exposed to the multimedia lecture improved by an average of 1.13 ± 3.2 answers correct (4.48-5.61 correct, p = .03). In the self-study arm, improvement in the posttest was positively associated with both total exposure (β = 0.55, p < .001) and deliberate practice score (β = 0.31, p = .02). A lower cognitive load self-study of audio files improved recognition of cardiac sounds, as compared to multimedia lecture, and deliberate practice strategies improved study efficiency. More investigation is needed to assess transfer of learning to a wider range of cardiac sounds in both simulated and clinical environments. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

Directory of Open Access Journals (Sweden)

Alev Girli

2017-09-01

Full Text Available The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD, academic self-efficacy and the concept of self, in comparison to their typically developing (TD peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.

How general practitioners perceive and assess self-care in patients with multiple chronic conditions: a qualitative study.

Science.gov (United States)

Kristensen, Mads Aage Toft; Hølge-Hazelton, Bibi; Waldorff, Frans Boch; Guassora, Ann Dorrit

2017-12-22

It is not known how general practitioners (GPs) perceive the concept of self-care and how they assess self-care ability in patients with multiple chronic conditions. As a part of the strategy to improve the care of people living with chronic conditions, disease management programs in Denmark require GPs and other health care workers to assess and support patients' self-care ability. The aim of the present study was to explore GPs' perceptions and assessment of self-care ability in patients with multiple chronic conditions who have difficulty following a given treatment. A qualitative study conducted through in-depth, semi-structured interviews with a purposive sample of 12 GPs in rural areas of Denmark with economically disadvantaged populations. The interviews involved 36 complex patient cases selected by the GPs themselves. Our analysis followed the principles of systematic text condensation. Most GPs in our study had a health-related perception of self-care, but some had a broader perception encompassing the situational context of the patient's life. The GPs' assessments of patients' self-care ability were based on information from the ongoing and often long-term relationships with the patients. GPs identified four major factors that influenced patients' self-care ability, which accumulated and fluctuated over time: multimorbidity, cognitive resources, material resources, and the patients' social contexts. The GPs in this study had dual perceptions of self-care, related to both the chronic health conditions and to the broader situational contexts of their patients' lives. GPs' assessments of self-care ability depended largely on their experiences from the doctor-patient relationship, and they emphasized that the factors affecting self-care ability were highly dynamic over the patient's lifetime. However, these findings might be resisted by the Danish disease management programs, which tend to have a static and more narrow, health-related view of patient self

Self-SALP/self-assessment at Calvert Cliffs nuclear power plant

International Nuclear Information System (INIS)

Pieringer, P.; Slider, J.E.

1992-01-01

In recent years, utilities have undertaken various forms of self-assessment. These methods have as their goal early detection of weaknesses in plan performance to permit timely corrective action. Ideally, self-assessment methods identify problems at a lower threshold than do outside agencies, such as the US Nuclear Regulatory Commission (NRC) and the Institute of Nuclear Power Operations (INPO). One of the more popular methods of self-assessment has been the self-SALP (systematic assessment of licensee performance). This method emulates the procedures of the NRC's SALP to render a subjective, overall assessment of performance. The experience of Baltimore Gas and Electric Company (BG and E) in applying self-SALP methods at its Calvert Cliffs nuclear power plant (CCNPP) provides insights useful to other utilities considering use of self-SALP methods. The factors leading to BG and E's decision to use a different approach may help others evaluate their self-assessment choices. This paper summarizes BG and E's experience with self-SALP methods and describes the methods that will be used to evaluate performance in the future

Strategies for improving memory: a randomized trial of memory groups for older people, including those with mild cognitive impairment.

Science.gov (United States)

Kinsella, Glynda J; Ames, David; Storey, Elsdon; Ong, Ben; Pike, Kerryn E; Saling, Michael M; Clare, Linda; Mullaly, Elizabeth; Rand, Elizabeth

2016-01-01

Governments are promoting the importance of maintaining cognitive health into older age to minimize risk of cognitive decline and dementia. Older people with amnestic mild cognitive impairment (aMCI) are particularly vulnerable to memory challenges in daily activities and are seeking ways to maintain independent living. To evaluate the effectiveness of memory groups for improving memory strategies and memory ability of older people, especially those with aMCI. 113 healthy older adults (HOA) and 106 adults with aMCI were randomized to a six-week memory group or a waitlist control condition. Outcome was evaluated through knowledge and use of memory strategies, memory ability (self-report and neuropsychological tests), and wellbeing. Assessments included a six-month follow-up. Using intention to treat analyses, there were intervention effects for HOA and aMCI groups in strategy knowledge (HOA: η2= 0.20; aMCI: η2= 0.06), strategy use (HOA: η2= 0.18; aMCI: η2= 0.08), and wellbeing (HOA: η2= 0.11; aMCI: η2= 0.05). There were also intervention effects in the HOA group, but not the aMCI group, in self-reported memory ability (η2= 0.06) and prospective memory tests (η2= 0.02). By six-month follow-up, gains were found on most HOA outcomes. In the aMCI group gains were found in strategy use, and by this stage, gains in prospective memory were also found. Memory groups can engage older people in techniques for maintaining cognitive health and improve memory performance, but more modest benefits are seen for older adults with aMCI.

Self-management strategies in overweight and obese Canadians with arthritis.

Science.gov (United States)

Bernatsky, S; Rusu, C; O'Donnell, S; Mackay, C; Hawker, G; Canizares, M; Badley, E

2012-02-01

To estimate the prevalence of overweight and obese Canadians with arthritis and to describe their use of arthritis self-management strategies, as well as explore the factors associated with not engaging in any self-management strategies. Respondents to the 2009 Survey on Living with Chronic Diseases in Canada, a nationally representative sample of 4,565 Canadians age ≥20 years reporting health professional-diagnosed arthritis (including more than 100 rheumatic diseases and conditions), were asked about the impact of their arthritis and how it was managed. Among the overweight (body mass index [BMI] 25-29.9 kg/m(2)) and obese (BMI ≥30 kg/m(2)) individuals with arthritis (n = 2,869), the use of arthritis self-management strategies (i.e., exercise, weight control/loss, classes, and community-based programs) were analyzed. Log binomial regression analyses were used to examine factors associated with engaging in none versus any (≥1) of the 4 strategies. More than one-quarter (27.4%) of Canadians with arthritis were obese and an additional 39.9% were overweight. The overweight and obese individuals with arthritis were mostly female (59.5%), age ≥45 years (89.7%), and reported postsecondary education (69.0%). While most reported engagement in at least 1 self-management strategy (84.9%), less than half (45.6%) engaged in both weight control/loss and exercise. Factors independently associated with not engaging in any self-management strategies included lower education, not taking medications for arthritis, and no clinical recommendations from a health professional. Fewer than half of the overweight and obese Canadians with arthritis engaged in both weight control/loss and exercise. The provision of targeted clinical recommendations (particularly low in individuals that did not engage in any self-management strategies) may help to facilitate participation. Copyright © 2012 by the American College of Rheumatology.

Implementing Self-Assessment in Singapore Primary Schools: Effects on Students' Perceptions of Self-Assessment

Science.gov (United States)

Wong, Hwei Ming

2017-01-01

Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students' perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design,…

Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

Science.gov (United States)

An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

2015-01-01

This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

Enhancing Cyber Security for SME organizations through self-assessments : How self-assessment raises awareness

OpenAIRE

Hassinen, Tarmo

2017-01-01

This thesis primarily studied the importance of self-assessment in increasing business organizations’ cyber security awareness of their ICT environment. The secondary studied item was the relevance of self-assessment in detecting new business potential while understanding ICT environment changes. The self-assessment is based on FINCS, the Finnish basic level cyber security certificate launched in December 2016. FINCSC consists of physical and management security, ICT service and system securi...

Targeted Feedback in the Milestones Era: Utilization of the Ask-Tell-Ask Feedback Model to Promote Reflection and Self-Assessment.

Science.gov (United States)

French, Judith C; Colbert, Colleen Y; Pien, Lily C; Dannefer, Elaine F; Taylor, Christine A

2015-01-01

The Accreditation Council for Graduate Medical Education's Milestones Project focuses trainee education on the formation of valued behaviors and skills believed to be necessary for trainees to become independent practitioners. The development and refinement of behaviors and skills outlined within the milestones will require learners to monitor, reflect, and assess their own performance over time. External feedback provides an opportunity for learners to recalibrate their self-assessments, thereby enabling them to develop better self-monitoring and self-assessment skills. Yet, feedback to trainees is frequently generic, such as "great job," "nice work," or "you need to read more." In this article, we describe a feedback model that faculty can use to provide specific feedback, while increasing accountability for learners. We offer practical examples of its use in a variety of settings in the milestone era. The Ask-Tell-Ask (ATA) patient communication skills strategy, which was adapted for use as a trainee feedback model 10 years ago at our institution, is a learner-centered approach for reinforcing and modifying behaviors. The model is efficient, promotes learner accountability, and helps trainees develop reflection and self-assessment skills. A feedback agreement further enhances ATA by establishing a shared understanding of goals for the educational encounter. The ATA feedback model, combined with a feedback agreement, encourages learners to self-identify strengths and areas for improvement, before receiving feedback. Personal monitoring, reflection, self-assessment, and increased accountability make ATA an ideal learner-centered feedback model for the milestones era, which focuses on performance improvement over time. We believe the introduction of the ATA feedback model in surgical training programs is a step in the right direction towards meaningful programmatic culture change. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier

Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

Science.gov (United States)

Turan, Sevgi; Konan, Ali

2012-01-01

Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

Science.gov (United States)

Kalata, Lindsay R; Abate, Marie A

2013-05-13

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

Self-Motion Perception: Assessment by Real-Time Computer Generated Animations

Science.gov (United States)

Parker, Donald E.

1999-01-01

Our overall goal is to develop materials and procedures for assessing vestibular contributions to spatial cognition. The specific objective of the research described in this paper is to evaluate computer-generated animations as potential tools for studying self-orientation and self-motion perception. Specific questions addressed in this study included the following. First, does a non- verbal perceptual reporting procedure using real-time animations improve assessment of spatial orientation? Are reports reliable? Second, do reports confirm expectations based on stimuli to vestibular apparatus? Third, can reliable reports be obtained when self-motion description vocabulary training is omitted?

A Self-Assessment Checklist for Undergraduate Students' Argumentative Writing

Science.gov (United States)

Nimehchisalem, Vahid; Chye, David Yoong Soon; Jaswant Singh, Sheena Kaur A/P; Zainuddin, Siti Zaidah; Norouzi, Sara; Khalid, Sheren

2014-01-01

With a growing emphasis on students' ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of…

Surgical correction of pectus carinatum improves perceived body image, mental health and self-esteem

DEFF Research Database (Denmark)

Knudsen, Marie Veje; Grosen, Kasper; Pilegaard, Hans K.

2014-01-01

to the Nuss Questionnaire modified for Adults. The improvement for generic mental health-related quality of life was 7% (95% CI: 3; 12%) in responses to the Short Form-36 Questionnaire. The improvement in self-esteem was 9% (95% CI: 2; 17%) as assessed with the Rosenberg Self-Esteem Scale. A Single Step......PURPOSE: The purpose of this study was to assess the effects of surgical correction of pectus carinatum on health- related quality of life and self-esteem. METHODS: Between May 2012 and May 2013, a prospective observational single-center cohort study was conduct- ed on consecutive patients...... undergoing surgical correction of pectus carinatum at our institution. Patients filled in questionnaires on health-related quality of life and self-esteem before and six months after surgery. RESULTS: Disease-specific health-related quality of life was improved by 33% (95% CI: 23; 44%) according to responses...

The process of clinical assessment: cognitions of the evaluator

Directory of Open Access Journals (Sweden)

Carmelo Ibáñez Aguirre

2013-08-01

Full Text Available The cognitive paradigm of the past few decades opens several new possibilities for psychological evaluation.  The objective of this essay is to emphasize the possibilities related to the quality of self-evaluation, specifically professional self-assessment, meaning a critical analysis of one’s own evaluation process. In this essay, metacognition activities and strategies are examined, as are the ways in which these activities and strategies relate to metacognition and cognitive skills. The intent of this theoretical essay is to offer answers to the clinical evaluator’s professional experience. The results indicate that the clinical professional must consider strategies to improve metacognition and cognitive skills through reflection, self-analysis and self-criticism to improve the quality and efficiency of their work.

Imaging popliteal artery disease in young adults with claudication: self-assessment module.

Science.gov (United States)

Chew, Felix S; Bui-Mansfield, Liem T

2007-09-01

The educational objectives of this self-assessment module on imaging popliteal artery disease in young adults with intermittent claudication are for the participant to exercise, self-assess, and improve his or her knowledge of the imaging and clinical features of popliteal artery entrapment syndrome, cystic adventitial disease,and masses associated with popliteal artery obstruction.

Maintenance self-assessments - An INPO [Institute of Nuclear Power Operation] perspective

International Nuclear Information System (INIS)

Subalusky, W.T.

1990-01-01

In March 1987, all nuclear utilities in the US were requested by the Institute of Nuclear Power Operations (INPO) to perform a self-assessment of their maintenance programs. The goal of these self-assessments was to have each station identify any existing problem areas in maintenance in clear and sufficient detail to determine the root causes of the problems and to provide a foundation for subsequent corrective actions. The self-assessments were to be performed by each nuclear station using the INPO document Guidelines for the Conduct of Maintenance at Nuclear Power Stations. By December 1987, 72 of 74 stations had completed the self-assessments, and by the middle of 1988, all stations had completed this systematic review of their maintenance programs. As part of an industry plan to ensure continued improvements in maintenance, INPO is following up on the effectiveness of these self-assessments during the course of plant evaluation visits. This presentation briefly reviews the approaches to self-assessment of the station's maintenance programs, some of the lessons learned from this effort, and the results, to date, of INPO follow-up efforts in this area

Changes in insurance physicians' attitudes, self-efficacy, intention, and knowledge and skills regarding the guidelines for depression, following an implementation strategy.

Science.gov (United States)

Zwerver, Feico; Schellart, Antonius J M; Anema, Johannes R; van der Beek, Allard J

2013-03-01

To improve guideline adherence by insurance physicians (IPs), an implementation strategy was developed and investigated in a randomized controlled trial. This implementation strategy involved a multifaceted training programme for a group of IPs in applying the guidelines for depression. In this study we report the impact of the implementation strategy on the physicians' attitude, intention, self-efficacy, and knowledge and skills as behavioural determinants of guideline adherence. Any links between these self-reported behavioural determinants and levels of guideline adherence were also determined. Just before and 3 months after the implementation of the multifaceted training, a questionnaire designed to measure behavioural determinants on the basis of the ASE (attitude, social norm, self-efficacy) model was completed by the intervention (n = 21) and the control group (n = 19). Items of the questionnaire were grouped to form scales of ASE determinants. Internal consistency of the scales was calculated using Cronbach's alphas. Differences between groups concerning changes in ASE determinants, and the association of these changes with improvements in guideline adherence, were analyzed using analysis of covariance. The internal consistency of the scales of ASE determinants proved to be sufficiently reliable, with Cronbach's alphas of at least 0.70. At follow-up after 3 months, the IPs given the implementation strategy showed significant improvement over the IPs in the control group for all ASE determinants investigated. Changes in knowledge and skills were only weakly associated with improvements in guideline adherence. The implementation strategy developed for insurance physicians can increase their attitude, intention, self-efficacy, and knowledge and skills when applying the guidelines for depression. These changes in behavioural determinants might indicate positive changes in IPs' behaviour towards the use of the guidelines for depression. However, only changes in

Dental Student Study Strategies: Are Self-Testing and Scheduling Related to Academic Performance?

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McAndrew, Maureen; Morrow, Christina S; Atiyeh, Lindsey; Pierre, Gaëlle C

2016-05-01

Self-testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students' grade point averages (GPAs), self-testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students' study strategies, scheduling of study time, and academic achievement. A 16-item survey requesting information on study habits, study schedules, and GPAs was distributed to 358 second-year dental students at New York University College of Dentistry. Additionally, the survey asked students to report the average number of hours per week they devoted to studying for didactic courses and preparing for hands-on preclinical courses. Of the 358 students, 94 (26%) responded to the survey. The vast majority of the respondents reported utilizing self-testing and rereading study strategies. High performers (with higher GPAs) were more likely to use self-testing, especially with flashcards, and to space their studying over multiple sessions. Lower performing students were more likely to highlight or underline their notes and to mass their study sessions or cram. Longer hours devoted to studying and practicing for simulation courses were associated with stronger performance; lower performers reported spending significantly fewer hours practicing for simulation courses. Half of the dental students surveyed said that they felt their studying would be more productive in the morning, although 84% reported doing most of their studying in the evening or late night. Sound study decisions depend on accurate regulation of ongoing learning and appropriate use and timing of evidence-based study strategies, so these results suggest that dental students may require guidance in these areas.

76 FR 37119 - Development of Best Practices for Community Health Needs Assessment and Implementation Strategy...

Science.gov (United States)

2011-06-24

... Best Practices for Community Health Needs Assessment and Implementation Strategy; Public Forum AGENCY... processes relating to community health needs assessment (CHNA) and implementation strategy/plan development... practices in CHNA and implementation strategy development and execution for improved community health...

The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

Directory of Open Access Journals (Sweden)

Suyoga Dharma I Putu

2018-01-01

Full Text Available This experimental study aimed at investigating the effect of Problem Based Learning (PBL and self-assessment (SA on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency and questionnaire (self-regulation. Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1 there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2 there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3 there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4 there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5 there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

Modification of dentin surface to enamel-like structure: A potential strategy for improving dentin bonding durability, desensitizing and self-repairing

Directory of Open Access Journals (Sweden)

Hongye Yang

2014-01-01

Full Text Available Introduction: Current theories of dentin bonding are based on the concept of "hybrid layer". However, the histological complexity of dentin, as well as the vulnerability of the hybrid layer, goes against the long-term effect of dentin bonding. At the same time, post-operative sensitivity is more likely to occur after traditional adhesive restoration. The Hypothesis: Compared to dentin bonding, enamel bonding exhibits a more optimal immediate and long-term performance, owing to its higher degree of mineralization, well-arranged enamel crystals and the porous structure after etching. Moreover, "enamel hypersensitivity" is never going to happen due to the lack of tubules existing in dentin. In light of this phenomenon, we brought up the concept and the proposal method to form an "enamel-like" dentin, simulating enamel structure to achieve satisfying durability of dentin bonding and obtain good performance for preventing post-operative sensitivity. With the application of mesoporous silicon bi-directionally binding to hydroxyapatite of dentin itself and hydroxyapatite nanorods synthetized in vitro, we may be able to form an enamel-like "functional layer" via ion-regulating self-assembly. Evaluation of Hypothesis: This paper explains how to achieve dentin enamel-like modification by chemical methods, especially, details the strategies and possible mechanisms of the hypothesis. Validation of the hypothesis is more likely to eliminate the adverse effect of dentinal fluid, improve long-term performance of dentin bonding, offer strategies for desensitizing treatment and self-repairing carious-affected dentin, and furthermore, provide the possibility to introduce new theories of dentin bonding.

The feasibility of meta-cognitive strategy training in acute inpatient stroke rehabilitation: case report.

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Skidmore, Elizabeth R; Holm, Margo B; Whyte, Ellen M; Dew, Mary Amanda; Dawson, Deirdre; Becker, James T

2011-04-01

Meta-cognitive strategy training may be used to augment inpatient rehabilitation to promote active engagement and subsequent benefit for individuals with cognitive impairments after stroke. We examined the feasibility of administering a form of meta-cognitive strategy training, Cognitive Orientation to daily Occupational Performance (CO-OP), during inpatient rehabilitation. We trained an individual with cognitive impairments after right hemisphere stroke to identify performance problems, set self-selected goals, develop plans to address goals, and evaluate performance improvements. To assess feasibility, we examined the number of meta-cognitive training sessions attended, the number of self-selected goals, and changes in goal-related performance. We also examined changes in rehabilitation engagement and disability. The participant used the meta-cognitive strategy to set eight goals addressing physically oriented, instrumental, and work-related activities. Mean improvement in Canadian Occupational Performance Measure Performance Scale scores was 6.1. Pittsburgh Rehabilitation Participation Scale scores (measuring rehabilitation engagement) improved from 3.2 at admission to 4.9 at discharge. Functional Independence Measure scores (measuring disability) improved from 68 at admission, to 97 at discharge. Performance Assessment of Self-Care Skills scores improved from 1.1 at admission to 2.9 at discharge. The results indicate that meta-cognitive strategy training was feasible during inpatient rehabilitation and warrants further evaluation to determine its effectiveness.

Academic Goals and Self-Handicapping Strategies in University Students.

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Ferradás, María del Mar; Freire, Carlos; Valle, Antonio; Núñez, José Carlos

2016-05-23

In highly competitive settings like university, the fear of failure leads some students to protect their self-worth using self-handicapping strategies. The present investigation examines to what extent academic goals are related to those tactics in university students. Specifically, MANCOVA was applied to estimate statistical differences linked to behavioral and claimed self-handicapping strategies according to the level (high/medium/low) of four types of academic goal (achievement approach, achievement avoidance, mastery approach, and work avoidance). Degree, year in school, and gender were entered as covariates. 940 students (86.5% women) from University of A Coruña (M = 20.44; SD = 1.73) participated. Results show that: (a) both behavioral and claimed self-handicapping are promoted by ego-oriented goals (achievement avoidance, F(2, 937) = 23.56, p self-handicapping (F(2, 937) = 9.09, p self-handicapping; and (c) mastery approach goals are significantly, negatively related to both types of self-handicapping (F(2, 937) = 20.09, p < .001, η p 2 = .041). Psychological and educational implications of the findings are discussed.

The Self-Assessment Process and Impacts on the Health Information Management Program Performance: A Case Study

Science.gov (United States)

Spohn, Renae

2015-01-01

This study examined how health information management (HIM) educational programs can use the Malcolm Baldrige National Quality Award Model (MBNQAM) educational criteria to meet the self-assessment requirement for Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) accreditation. An existing instrument, Quantum Performance Group's Organizational Assessment Survey authored by Dr. Mark Blazey, was used in this study. The instrument was designed to self-assess the entire organization. Results of the study demonstrate how the MBNQAM can be used to successfully self-assess HIM programs. This research adds to the body of literature surrounding the application of the MBNQAM for HIM programs and provides new information to deans, administrators, and educators that may be useful, as an added component, when self-assessing HIM programs. The results of this study will help to establish a foundation for HIM programs to strengthen the self-assessment process, providing a strong starting point for strategic planning prioritization for HIM program improvement initiatives. The improved process will help in maturing the HIM program while fulfilling accreditation requirements for self-assessment. As additional HIM programs formalize the self-assessment process, benchmarking opportunities with other HIM programs will be created. PMID:26755899

Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF) in Serbia.

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Stojkov, Svetlana; Tadić, Ivana; Crnjanski, Tatjana; Krajnović, Dušanka

2016-09-01

Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients’ health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF). The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. The assessment and self-assessment of pharmacists’ competencies were performed during the period 2012−13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. A total of 123 pharmacists were evaluated. Pharmacists’ Professional Competency Cluster (KK1) had the lowest score (average value 2.98), while the cluster Management and Organizational Competency (KK2) had the highest score (average value 3.15). The competence Recognition of the Diagnosis and Patient Counseling (K8), which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively) among the all evaluated competencies. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.

A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

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Kalata, Lindsay R.

2013-01-01

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749

Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory.

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Alkhateeb, Haitham M; Nasser, Ramzi

2014-06-01

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

[Psychological femininity and masculinity, self-appeal, attachment styles, coping styles and strategies of self-presentation among women with suicide attempts].

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Mandal, Eugenia; Zalewska, Karolina

2010-01-01

The aim of this study was to diagnose particular personality characteristics of women with suicide attempts: psychological femininity and masculinity, self-appeal, attachment styles, self-presentation strategies and coping styles. A group of 35 adult women who attempted suicide and the control group (35 women) were submitted to a research. The following measures were used: Inventory of Gender Identity (IPP), Strategies of Self-presentation Questionnaire (KSA), Attachment Style Test, Sense of Self-Appeal Scale (SPWA), Coping Inventory of Stressful Situations (CISS). Female suicide-attempters had a lower index of psychological masculinity and a lower sense of self-appeal than women in the control group. They were characterised by an avoidant attachment style, used a strategy of self-depreciation in self-presentation and an emotion-oriented style of coping. The predictors of risk of suicide behaviours that mainly showed: avoidant-attachment style and strategy of self-depreciation in self-presentation. Parasuicides were characterised by lower self-esteem and weak interpersonal skills, which reduced their ways of coping in difficult situations.

Gender Differences in the Strategies and Tactics of Self-Presentation

OpenAIRE

Kurysheva Olga Vasilyevna; Voznesenskaya Anastasiya Vitalyevna

2015-01-01

The article represents the results of empirical study of gender differences in the strategies, tactics, importance and effectiveness of self-presentation. Participants (25 women and 25 men) completed self-report measures of self-presentation (self-presentation tactics scale), self-control (self-monitoring scale), importance of self-presentation in various fields of communication. The results indicated that feminine individuals are significantly more likely to use defensive tactics of self-pre...

[Coping with overweight strategies, self-esteem and body-esteem in the context of transactional analysis].

Science.gov (United States)

Bak-Sosnowska, Monika; Naworska, Beata; Owczarek, Aleksander; Chudek, Jerzy; Skrzypulec-Plinta, Violetta; Olszanecka-Glinianowicz, Magdalena

2014-01-01

The aim of this study was to analyze the ego-state of obese people in terms of transactional analysis and to determine the relationship between coping with overweight strategies, Ego-structure, global self-esteem, and body self-esteem levels. One-hundred-seventy-one overweight and obese adult females were examined by a general practitioner and a specialist in obesity management. The ego-state, global self-esteem, and body self-esteem were assessed using the Ego State Questionnaire (ESQ), the Coopersmith Self-Esteem Inventory, and the Body-Esteem Scale, respectively. Participants were divided into three subgroups: A--no attempts at weight loss currently (35.1%), B--self-attempted weight loss (33.9%), C--professional obesity treatment (31.0%). Age, education level, professional status, marital status, and number of children, along with the onset of being overweight/obese were similar in all subgroups. Subgroups B and C statistically and significantly made frequent attempts at weight loss (p self-esteem, sexual attractiveness, weight concern, physical condition and ego-states were similar in all study subgroups. Structure of the Ego-states, self-esteem and body-esteem did not influence the strategies of coping with overweight. Self-esteem is related to spontaneous Ego-child and Ego-adult levels, while the sense of sexual attractiveness is affected only by Ego-spontaneous child.

On the self-serving function of social anxiety: shyness as a self-handicapping strategy.

Science.gov (United States)

Snyder, C R; Smith, T W; Augelli, R W; Ingram, R E

1985-04-01

We tested the hypothesis that socially anxious or shy individuals use their anxiety symptoms as a strategy to control attributions made about their performances in social-evaluative settings (i.e., self-handicapping strategies). Specifically, we predicted that trait-socially anxious or shy persons would report more symptoms of social anxiety in an evaluative setting in which anxiety or shyness could serve as an excuse for poor performance than would individuals in (a) an evaluative setting in which shyness was precluded as an excuse or (b) a nonevaluative setting. Furthermore, we predicted that this self-protective pattern of symptom reporting would not occur for individuals who were not trait-socially anxious because these persons would not commonly use such symptoms as a self-handicapping strategy. Results supported these predictions for male subjects, but not for female subjects. Sex differences in the strategic use of shyness are discussed in relation to other research on sex differences in the etiology and correlates of social anxiety.

The Role of Motivational Strategies in Self-Regulated Learning.

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Garcia, Teresa

1995-01-01

A discussion of motivational techniques for promoting self-regulated learning in college students focuses on two methods students use to anticipate and negotiate the affective consequences of success and failure. The strategies, defensive pessimism and self-handicapping, are described and a study of their impact on self-regulated learning of 127…

Thinspiration: Self-Improvement Versus Self-Evaluation Social Comparisons with Thin-Ideal Media Portrayals.

Science.gov (United States)

Knobloch-Westerwick, Silvia

2015-01-01

Much research has demonstrated negative impacts of idealized-body imagery exposure on body satisfaction. Yet, paradoxically, media with such imagery attract mass audiences. Few studies showed women's body satisfaction increased due to thin-ideal exposure. The kind of social comparison women engage in (self-evaluation vs. self-improvement) may explain these inconsistent findings and the paradoxical attraction to thin-ideal messages. Across 5 days, thin-ideal messages were presented to 51 women; self-evaluation and self-improvement social comparisons as well as body satisfaction were measured each day. A linear positive change in body satisfaction emerged. Greater self-improvement social comparisons increased this change, whereas greater self-evaluation social comparisons reduced it. Extent of both social comparison types changed during the prolonged exposure. A greater tendency to compare one's body with others' improved body satisfaction through self-improvement social comparisons and fostered weight-loss behaviors through self-evaluation social comparisons.

Design strategies for self-assembly of discrete targets

International Nuclear Information System (INIS)

Madge, Jim; Miller, Mark A.

2015-01-01

Both biological and artificial self-assembly processes can take place by a range of different schemes, from the successive addition of identical building blocks to hierarchical sequences of intermediates, all the way to the fully addressable limit in which each component is unique. In this paper, we introduce an idealized model of cubic particles with patterned faces that allows self-assembly strategies to be compared and tested. We consider a simple octameric target, starting with the minimal requirements for successful self-assembly and comparing the benefits and limitations of more sophisticated hierarchical and addressable schemes. Simulations are performed using a hybrid dynamical Monte Carlo protocol that allows self-assembling clusters to rearrange internally while still providing Stokes-Einstein-like diffusion of aggregates of different sizes. Our simulations explicitly capture the thermodynamic, dynamic, and steric challenges typically faced by self-assembly processes, including competition between multiple partially completed structures. Self-assembly pathways are extracted from the simulation trajectories by a fully extendable scheme for identifying structural fragments, which are then assembled into history diagrams for successfully completed target structures. For the simple target, a one-component assembly scheme is most efficient and robust overall, but hierarchical and addressable strategies can have an advantage under some conditions if high yield is a priority

[Effects of transtheoretical model intervention on improving self-esteem of obese children].

Science.gov (United States)

Zhang, Xueyan; Zhou, Leshan; Li, Chenchen

2013-07-01

To explore the effects of transtheoretical model (TTM) intervention on improving self-esteem status of obese children. A quasi-experimental research was conducted using a repeated-measure, pretest-posttest control group design in one randomly-selected boarding school of Changsha, Hunan Province in China. Seventy-three obesity students (54 males, 19 females) among grade three to six were included. All participants received first assessment, including: demographic data, stage of change questionnaire, and the Self-Esteem Scale (SES). According to the baseline data, different intervention measures based on TTM were given to different students to promote them to begin exercise and improve their self-esteem status. Follow-up assessments were collected respectively at 1- and 6- month after intervention. Intervention effects on proportion of obese children and self-esteem status as well as BMI were explored. All analyses were conducted using SPSS 17.0. After intervention, the proportion of obese children in precontemplation and maintenance stages was significantly different (P children who are in the later stages have higher self-esteem scores than those in former stages. Intervention based on TTM can help obese children move through the stages of change.

An Automated Summarization Assessment Algorithm for Identifying Summarizing Strategies.

Directory of Open Access Journals (Sweden)

Asad Abdi

Full Text Available Summarization is a process to select important information from a source text. Summarizing strategies are the core cognitive processes in summarization activity. Since summarization can be important as a tool to improve comprehension, it has attracted interest of teachers for teaching summary writing through direct instruction. To do this, they need to review and assess the students' summaries and these tasks are very time-consuming. Thus, a computer-assisted assessment can be used to help teachers to conduct this task more effectively.This paper aims to propose an algorithm based on the combination of semantic relations between words and their syntactic composition to identify summarizing strategies employed by students in summary writing. An innovative aspect of our algorithm lies in its ability to identify summarizing strategies at the syntactic and semantic levels. The efficiency of the algorithm is measured in terms of Precision, Recall and F-measure. We then implemented the algorithm for the automated summarization assessment system that can be used to identify the summarizing strategies used by students in summary writing.

Overweight, Thinness, Body Self-Image and Eating Strategies of 2,121 Italian Teenagers.

Directory of Open Access Journals (Sweden)

Roberta Guarino

2005-01-01

Full Text Available This study describes the prevalence rate of overweight and thinness in a population of teens living in two different areas of Italy and explores the body self-image perception and unhealthy eating behaviours and strategies to lose weight. A questionnaire was administered to a sample of 2,121 teenage students (1,084 males; 1,037 females. Results showed that teen females and males build and perceive their body images in very different ways. Most of the overall sample perceived their weight as normal, while a relevant 31.6% defined themselves as overweight and another 4.4% as heavily overweight. Analysis based on BMI (calculated through self-referred weight and height showed that only 9.2% of our sample could be considered overweight and 1,7% obese. Most of female teen students (485 out of 1,037 were trying to lose weight, demonstrating that strategies to lose weight were undertaken also by girls perceiving themsleves as normal in relation to body weight; 46.8% girls were using strategies to lose weight compared with 21.9% boys. These strategies included very problematic behaviours like self-induced vomiting (3.3% F vs. 1.7% M and dieting pills (2.8% F vs. 1.5% M undertaken along with more usual thinning strategies like dieting and exercising. Girls were more prone than boys to exercise as a way to lose weight (41% vs. 31.7%. This study showed that there is a deep gap between actual weight and perceived body-image and weight. This study is one of the first of this kind in Italy and calls for primary prevention and health education programs aimed at improving teen body-image as a strategy to reduce the eating disorder epidemics spreading among young people.

Using Video-Based Self-Assessment to Develop Effective Conferencing Skills

Directory of Open Access Journals (Sweden)

Marcia Knoll

2014-09-01

Full Text Available Conferencing is the commonly used vehicle for improving instruction by providing feedback to teachers. However, it is the nature of the feedback given to the teacher and how it is delivered, using effective conferencing strategies and techniques, that will actually involve the teacher in understanding, accepting, agreeing and initiating changes, or make him angry and hostile. This article focuses on defining effective conferencing strategies, and the process that was used to help program participants preparing for leadership certification to practice these strategies in a clinical setting. The leadership program at Hunter College prepares educators for certification as school building and district leaders. Supervision of instruction for student achievement is considered the heart of the work of the school and district leader. Therefore a major focus for program participants seeking leadership certification is on content and practice for conferencing effectiveness. Participants learn and practice these skills in simulations, and then implement them by trying out their abilities in the field in real observation and conferencing experiences with a practicing classroom teacher. Participants video-tape themselves conducing conferences with their practicing classroom teacher clients following an observation. They then view the video of their conference performance and self-assess their conferencing skills by electronically recording the behaviors they observe using a set of criteria and design a growth plan for the further development of their conferencing skills.

A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing

Directory of Open Access Journals (Sweden)

Vahid Nimehchisalem

2014-02-01

Full Text Available With a growing emphasis on students’ ability to assess their own written works in teaching English as a Second Language (ESL writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of checklists that guide the learners in assessing their own writing. In this study, a self-assessment checklist was developed for undergraduate students in an ESL context to help them with their argumentative essays. This paper presents the related literature and theories, based on which the checklist was developed. The checklist is described and its potential theoretical and practical implications in ESL writing classes are discussed. Further research is necessary to refine the checklist through focus group studies with lecturers and students.

Assessing and Improving the Feasibility of LCM

DEFF Research Database (Denmark)

Garcia-Sanchez, Inés; Wenzel, Henrik; Jørgensen, Michael Søgaard

2003-01-01

A theoretical approach to Life Cycle Management (LCM) is used to develop an operational model helping companies to understand their present level of LCM and implement LCM as management strategy. As part of the development, the model has been tested and evaluated by a number of Danish companies...... within different branches. A self-assessment tool for companies to assess their present level of LCM is developed. The assessment is based on a qualitative assessment of the frequency of the integration of life cycle considerations within the decision-making processes of the company. Moreover, a tool...... for assessing the conditions shaping a company’s ability to do LCM is developed. The ability is understood as the combination of two aspects: the company’s own capability and the feasibility within the context where the company operates. Four categories of conditions are identified as the most influential...

Assessing the effect of culturally specific audiovisual educational interventions on attaining self-management skills for chronic obstructive pulmonary disease in Mandarin- and Cantonese-speaking patients: a randomized controlled trial.

Science.gov (United States)

Poureslami, Iraj; Kwan, Susan; Lam, Stephen; Khan, Nadia A; FitzGerald, John Mark

2016-01-01

Patient education is a key component in the management of chronic obstructive pulmonary disease (COPD). Delivering effective education to ethnic groups with COPD is a challenge. The objective of this study was to develop and assess the effectiveness of culturally and linguistically specific audiovisual educational materials in supporting self-management practices in Mandarin- and Cantonese-speaking patients. Educational materials were developed using participatory approach (patients involved in the development and pilot test of educational materials), followed by a randomized controlled trial that assigned 91 patients to three intervention groups with audiovisual educational interventions and one control group (pamphlet). The patients were recruited from outpatient clinics. The primary outcomes were improved inhaler technique and perceived self-efficacy to manage COPD. The secondary outcome was improved patient understanding of pulmonary rehabilitation procedures. Subjects in all three intervention groups, compared with control subjects, demonstrated postintervention improvements in inhaler technique (PCulturally appropriate educational interventions designed specifically to meet the needs of Mandarin and Cantonese COPD patients are associated with significantly better understanding of self-management practices. Self-management education led to improved proper use of medications, ability to manage COPD exacerbations, and ability to achieve goals in managing COPD. A relatively simple culturally appropriate disease management education intervention improved inhaler techniques and self-management practices. Further research is needed to assess the effectiveness of self-management education on behavioral change and patient empowerment strategies.

Health impact assessment as an agent of policy change: improving the health impacts of the mayor of London's draft transport strategy.

Science.gov (United States)

Mindell, J; Sheridan, L; Joffe, M; Samson-Barry, H; Atkinson, S

2004-03-01

To increase the positive and mitigate the negative health impacts of the mayor's draft transport strategy for London. A rapid prospective health impact assessment (HIA) of the penultimate draft of the strategy, using a review commissioned by the regional director of public health; an appraisal of congestion charging; and a participatory workshop. Two audits of changes were performed to assess the impact on policy of the HIA process. Regional government policy development. Recommendations from the rapid HIA were fed back into the drafting process. Changes (a) between the penultimate draft and the draft for public consultation and (b) between that and the final mayoral strategy. The draft transport strategy published for consultation differed in a number of respects from the previous version. Almost all the recommendations from the HIA were incorporated into the final strategy. Significant changes included promoting sustainable travel plans for workplaces and schools; giving priority to infrastructure and services that benefit London's deprived communities; increased emphasis on promoting walking and cycling and reducing reliance on private cars; and a commitment to track the health impacts of the final strategy and its implementation. Specific additions included re-allocating road space. HIA was successful in influencing the transport strategy for London, resulting in several improvements from a health viewpoint. HIA is an effective method both for bringing about significant change in policy proposals and in increasing policy makers' understanding of determinants of health and hence in changing attitudes of policy makers.

Nurses' strategies to address self-care aspects related to medication adherence and symptom recognition in heart failure patients: an in-depth look.

Science.gov (United States)

Jaarsma, Tiny; Nikolova-Simons, Mariana; van der Wal, Martje H L

2012-01-01

Despite an increasing body of knowledge on self-care in heart failure patients, the need for effective interventions remains. We sought to deepen the understanding of interventions that heart failure nurses use in clinical practice to improve patient adherence to medication and symptom monitoring. A qualitative study with a directed content analysis was performed, using data from a selected sample of Dutch-speaking heart failure nurses who completed booklets with two vignettes involving medication adherence and symptom recognition. Nurses regularly assess and reassess patients before they decide on an intervention. They evaluate basic/factual information and barriers in a patient's behavior, and try to find room for improvement in a patient's behavior. Interventions that heart failure nurses use to improve adherence to medication and symptom monitoring were grouped into the themes of increasing knowledge, increasing motivation, and providing patients with practical tools. Nurses also described using technology-based tools, increased social support, alternative communication, partnership approaches, and coordination of care to improve adherence to medications and symptom monitoring. Despite a strong focus on educational strategies, nurses also reported other strategies to increase patient adherence. Nurses use several strategies to improve patient adherence that are not incorporated into guidelines. These interventions need to be evaluated for further applications in improving heart failure management. Copyright © 2012 Elsevier Inc. All rights reserved.

The effect of learner's control of self-observation strategies on learning of front crawl.

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Marques, Priscila Garcia; Corrêa, Umberto Cesar

2016-02-01

This study investigated the effect of learner's control of self-observation strategies on motor skill learning. For this purpose, beginner and intermediate learner swimmers practised the front crawl. Seventy college students took part in this experiment. They comprised 40 novice learners, both male (n=19) and female (n=21), with an average age of 20.7 years (±0.44), and 30 intermediate learners, both male (n=17) and female (n=13), with an average age of 21.1 years (±0.86). The design involved a pretest (one day), four acquisition sessions (four days), and a retention test (one day). They were divided into three groups: (1) choice, which could choose to watch a video with their best or overall performance during practise; (2) yoked, which were paired to those of the choice group; and (3) control (did not watch any video). The measures included the performance of front crawl and self-efficacy. The results showed that: (1) beginners who chose a type of observation strategy had superior motor skill learning; (2) for intermediate learners, self-observation promoted better motor learning, regardless of the control of choices; (3) self-observation improved self-efficacy beliefs. Copyright © 2016 Elsevier B.V. All rights reserved.

The self-serving function of hypochondriacal complaints: physical symptoms as self-handicapping strategies.

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Smith, T W; Snyder, C R; Perkins, S C

1983-04-01

The present experiment tested the hypothesis that hypochondriacal individuals commonly use reports of physical illness and symptoms as a strategy to control attributions made about their performances in evaluative settings (i.e., self-handicapping strategies). Specifically, it was predicted that hypochondriacal individuals would report more recent physical illness and complaints and more current physical symptoms in an evaluative setting in which poor health could serve as an alternative explanation for poor performance than would either individuals in an evaluative setting in which poor health was precluded as an excuse or individuals in a nonevaluative setting. As predicted, results supported this self-protective pattern of complaints in a hypochondriacal sample but not in a nonhypochondriacal group. The self-protective role of hypochondriacal behavior is discussed in relation to other theory and research on the nature and treatment of hypochondriasis.

Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

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Itai Gat

2016-02-01

Full Text Available Introduction: Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods: One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results: Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5 compared with pre-training (mean 2.6, SD 0.6; p<0.001 with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3 compared with pre-workshop (mean 3.5 SD 0.5; p=0.002. Discussion: Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment.

Social Comparison in Coping With Occupational Uncertainty: Self-Improvement, Self-Enhancement, and the Regional Context.

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Pavlova, Maria K; Lechner, Clemens M; Silbereisen, Rainer K

2018-04-01

Taking into account the regional context, we investigated whether social comparison in coping with occupational uncertainty served self-improvement (i.e., adaptive coping) or self-enhancement (i.e., subjective well-being). Respondents were 620 German adults aged 16 to 43, 59% female, who participated in three yearly follow-ups of a larger survey. The number of observations was 1,309 for contemporaneous and 1,079 for longitudinal analyses. Participants reported on perceived occupational uncertainty (e.g., risk of losing a job and difficulties with career planning), strategies for coping with it, and whether, and in which direction, they made social comparisons in coping with occupational uncertainty. Making social comparisons (vs. not) was associated with higher goal engagement and lower goal disengagement. Upward (as opposed to downward) comparison prospectively predicted higher goal engagement. Under high regional unemployment, upward comparison prospectively predicted lower goal disengagement, whereas making social comparisons was contemporaneously associated with higher subjective well-being. Higher regional unemployment rates predicted more frequent comparison, whereas comparison direction was predicted only by situational variables, especially personal control over the outcomes. When operationalized as a conscious mental action and put in the context of coping with occupational uncertainty, social comparison serves primarily self-improvement. © 2017 Wiley Periodicals, Inc.

Train in vain: the role of the self in claimed self-handicapping strategies.

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Finez, Lucie; Sherman, David K

2012-10-01

Two field studies investigate the role of self in the tendency of athletes to engage in claimed handicapping strategies during training (anticipatively claiming that handicaps may interfere with their performance). Study 1 tested the relationship between trait self-esteem and athletes' engagement in claimed self-handicapping. As hypothesized, low physical self-esteem athletes claimed more handicaps than high physical self-esteem athletes. For stronger evidence for the causal role of the self, Study 2 tested whether securing athletes' self-worth through self-affirmation would lead to decreased claimed self-handicapping by using a mixed model design that allows for both between-subjects (affirmation vs. control condition) and within-subject comparisons (before vs. after self-affirmation intervention). Self-affirmed athletes had decreased levels of claimed self-handicapping. Studies 1 and 2 also demonstrate that athletes engage in claimed self-handicapping during training, which could have deleterious effects on subsequent performance. Discussion centers on theoretical implications and applications for coaches, sport teachers, and sport psychologists.

Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF in Serbia

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Stojkov Svetlana

2016-01-01

Full Text Available Background/Aim. Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients’ health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF. The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. Methods. The assessment and self-assessment of pharmacists’ competencies were performed during the period 2012−13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. Results. A total of 123 pharmacists were evaluated. Pharmacists’ Professional Competency Cluster (KK1 had the lowest score (average value 2.98, while the cluster Management and Organizational Competency (KK2 had the highest score (average value 3.15. The competence Recognition of the Diagnosis and Patient Counseling (K8, which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively among the all evaluated competencies. Conclusion. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.

A Self-Assessment Guide for Resident Teaching Experiences.

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Engle, Janet P; Franks, Amy M; Ashjian, Emily; Bingham, Angela L; Burke, John M; Erstad, Brian L; Haines, Seena L; Hilaire, Michelle L; Rager, Michelle L; Wienbar, Rebecca

2016-06-01

The 2015 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with developing a self-assessment guide for residency programs to quantitatively and qualitatively evaluate the outcomes of resident teaching curricula. After extensively reviewing the literature, the committee developed assessment rubrics modeled after the 2013 ACCP white paper titled "Guidelines for Resident Teaching Experiences" and the revised American Society of Health-System Pharmacists (ASHP) 2014 accreditation standards for PGY1 residencies, which place greater emphasis on the teaching and learning curriculum (TLC) than the previous accreditation standards. The self-assessment guide developed by the present committee can serve as an assessment tool for both basic and expanded TLCs. It provides the criteria for program goals, mentoring, directed readings with topic discussions, teaching experiences, and assessment methodology. For an expanded TLC, the committee has provided additional guidance on developing a teaching philosophy, becoming involved in interactive seminars, expanding teaching experiences, developing courses, and serving on academic committees. All the guidelines listed in the present paper use the measures "not present," "developing," and "well developed" so that residency program directors can self-assess along the continuum and identify areas of excellence and areas for improvement. Residency program directors should consider using this new assessment tool to measure program quality and outcomes of residency teaching experiences. Results of the assessment will help residency programs focus on areas within the TLC that will potentially benefit from additional attention and possible modification. © 2016 Pharmacotherapy Publications, Inc.

Dairy intake and related self-regulation improved in college students using online nutrition education.

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Poddar, Kavita H; Hosig, Kathy W; Anderson-Bill, Eileen S; Nickols-Richardson, Sharon M; Duncan, Susan E

2012-12-01

Dairy intake by college students is markedly lower than recommendations. Interventions to improve dairy intake based on Social Cognitive Theory (SCT) have potential to successfully change behavior by improving mediators that influence dietary choices. We aimed to use SCT to improve social support, self-efficacy, outcome expectations, self-regulation, and behavior related to dairy intake in college students. We conducted a randomized nutrition education intervention. Participants included 211 college students (mean age 20.2 ± 0.1 years; 63% women and 37% men) recruited from a university campus. Participants in the intervention group (n=107) and comparison group (n=104) received an 8-week dairy intake or stress management intervention, respectively, via electronic mail. Data collection included dairy intake from 7-day food records and SCT variables from questionnaires administered during January 2008 and April 2008. Changes in dairy intake and SCT variables (ie, social support, self-efficacy, outcome expectations, and self-regulation). Multivariate analysis of covariance, with age and sex as covariates (Peducation via electronic mail based on an SCT model improved total dairy intake and self-regulation. Participants reported increased dairy intake and better use of self-regulation strategies. Future interventions should focus on benefits of consuming low-fat vs higher-fat dairy foods. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

A Case Report Examining the Feasibility of Meta-Cognitive Strategy Training in Acute Inpatient Stroke Rehabilitation

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Skidmore, Elizabeth R.; Holm, Margo B.; Whyte, Ellen M.; Dew, Mary Amanda; Dawson, Deirdre; Becker, James T.

2011-01-01

Meta-cognitive strategy training may be used to augment inpatient rehabilitation to promote active engagement and subsequent benefit for individuals with cognitive impairments after stroke. We examined the feasibility of administering a form of meta-cognitive strategy training, Cognitive Orientation to daily Occupational Performance, during inpatient rehabilitation. We trained an individual with cognitive impairments after right hemisphere stroke to identify performance problems, set self-selected goals, develop plans to address goals, and evaluate performance improvements. To assess feasibility, we examined the number of meta-cognitive training sessions attended, the number of self-selected goals, and changes in goal-related performance. We also examined changes in rehabilitation engagement and disability. The participant used the meta-cognitive strategy to set 8 goals addressing physically-oriented, instrumental, and work-related activities. Mean improvement in Canadian Occupational Performance Measure Performance Scale scores was 6.1. Pittsburgh Rehabilitation Participation Scale scores (measuring rehabilitation engagement) improved from 3.2 at admission to 4.9 at discharge. Functional Independence Measure scores (measuring disability) improved from 68 at admission, to 97 at discharge. Performance Assessment of Self-care Skills scores improved from 1.1 at admission to 2.9 at discharge. The results indicate that meta-cognitive strategy training was feasible during inpatient rehabilitation and warrants further evaluation to determine its effectiveness. PMID:21391121

The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment

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Steiner, Hillary H.

2016-01-01

Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated…

CREATING AUDIO VISUAL DIALOGUE TASK AS STUDENTS’ SELF ASSESSMENT TO ENHANCE THEIR SPEAKING ABILITY

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Novia Trisanti

2017-04-01

Full Text Available The study is about giving overview of employing audio visual dialogue task as students creativity task and self assessment in EFL speaking class of tertiary education to enhance the students speaking ability. The qualitative research was done in one of the speaking classes at English Department, Semarang State University, Central Java, Indonesia. The results that can be seen from the rubric of self assessment show that the oral performance through audio visual recorded tasks done by the students as their self assessment gave positive evidences. The audio visual dialogue task can be very beneficial since it can motivate the students learning and increase their learning experiences. The self-assessment can be a valuable additional means to improve their speaking ability since it is one of the motives that drive self- evaluatioan, along with self- verification and self- enhancement.

[Assessment of two applications of medication self-management in older patients. Qualitative study].

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Carrillo, I; Guilabert, M; Pérez-Jover, V; Mira, J J

2015-01-01

The aging population and the growing use of technology are two realities of modern society. Developing tools to support medication self-management to polymedicated elderly may contribute to increase their safety. To know how patients polymedicated and older than 64 years manage dose their medication and assessment the utility of two medication self-management applications, specifically analyzing management systems, medication errors and positive and improvable aspects of each of the tools presented. Seven focal groups with 59 patients from associations and health departments were conducted. In such meetings, they received the applications and they were encouraged to use it. Then, a several group questions were asked them about their health status, how they managed their medication and their assessment about the applications. Most participants reported to use memory strategies to take correctly their medication. They assessed positively the applications although some of them showed resistance to incorporate it in their daily routine. The simple interface and ease of use were the characteristics of the applications most appreciated by patients. Is possible to foster among elderly patients the use of technological tools to support the proper administration of medications with purpose is to decrease errors and increase safety. When designing health applications is necessary to take into account the preferences of those who are targeted. Copyright © 2014 SECA. Published by Elsevier Espana. All rights reserved.

Improving Eleventh Graders’ Reading Comprehension Through Text Coding and Double Entry Organizer Reading Strategies

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Rocío Mahecha

2011-07-01

Full Text Available In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students' needs, interests and level of English. To do it, we implemented two reading strategies: text coding and double entry organizer. We observed the students' attitudes during two lesson plans, compared their level of comprehension before and after using the reading strategies and asked them to self-evaluate their performance. At the end, we could see their improvement, how they enjoyed doing the activities and became more confident.

Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency

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Edward Nuhfer

2016-01-01

Full Text Available Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x vs. (x scatterplots; (y minus x vs. (x column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y vs. (x measures (self-assessed competence vs. measured competence plotted by individual participant scores, and (y vs. (x scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.

Implications of Self-Handicapping Strategies for Academic Achievement: A Reconceptualization.

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Murray, Carolyn B.; Warden, M. Robert

1992-01-01

Presents questionnaire results concerning self-handicapping, course-related expectancies, and study habits. Reports that self-handicappers were more likely than others to make external and unstable attributions. Concludes that the underlying cognitive mechanism of self-handicapping strategies is a defensive attributional pattern that protects an…

Teaching Strategies to Improve Algebra Learning

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Zbiek, Rose Mary; Larson, Matthew R.

2015-01-01

Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

Local Strategy Improvement for Parity Game Solving

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Oliver Friedmann

2010-06-01

Full Text Available The problem of solving a parity game is at the core of many problems in model checking, satisfiability checking and program synthesis. Some of the best algorithms for solving parity game are strategy improvement algorithms. These are global in nature since they require the entire parity game to be present at the beginning. This is a distinct disadvantage because in many applications one only needs to know which winning region a particular node belongs to, and a witnessing winning strategy may cover only a fractional part of the entire game graph. We present a local strategy improvement algorithm which explores the game graph on-the-fly whilst performing the improvement steps. We also compare it empirically with existing global strategy improvement algorithms and the currently only other local algorithm for solving parity games. It turns out that local strategy improvement can outperform these others by several orders of magnitude.

Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children's Self-Assessments in Literacy?

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Keane, Lainey; Griffin, Claire P.

2018-01-01

Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and…

The Self-assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument.

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Yan, Zi

Self-assessment is a core skill that enables students to engage in self-regulated learning. The purpose of this study was to examine the psychometric properties of a Self-assessment Practice Scale and to depict the characteristics of self-assessment practices of Hong Kong secondary students using this newly developed instrument. A total of 6,125 students from 10 Hong Kong secondary schools completed the survey. Both Rasch and factor analyses revealed a two-dimension scale structure (i.e., Self-directed Feedback Seeking and Self-reflection). The two subscales demonstrated acceptable psychometric properties and suggestions for further improvement were proposed. The findings regarding self-assessment practices of secondary students indicated that, in general, students were quite used to engaging in self-reflection based on available feedback, but they were less disposed to taking the initiative to seek feedback on their own performance. Key demographic variables, e.g., gender and year level, played important roles in students' self-assessment practices. Girls had significantly higher self-assessment measures on both scales than did boys. Junior students had higher measures on both scales than did their senior counterparts. Implications and directions for future research were discussed.

A scientific nutrition strategy improves time trial performance by ≈6% when compared with a self-chosen nutrition strategy in trained cyclists: a randomized cross-over study.

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Hottenrott, Kuno; Hass, Erik; Kraus, Manon; Neumann, Georg; Steiner, Martin; Knechtle, Beat

2012-08-01

We investigated whether an athlete's self-chosen nutrition strategy (A), compared with a scientifically determined one (S), led to an improved endurance performance in a laboratory time trial after an endurance exercise. S consisted of about 1000 mL·h(-1) fluid, in portions of 250 mL every 15 min, 0.5 g sodium·L(-1), 60 g glucose·h(-1), 30 g fructose·h(-1), and 5 mg caffeine·kg body mass(-1). Eighteen endurance-trained cyclists (16 male; 2 female) were tested using a randomized crossover-design at intervals of 2 weeks, following either A or S. After a warm-up, a maximal oxygen uptake test was performed. Following a 30-min break, a 2.5-h endurance exercise on a bicycle ergometer was carried out at 70% maximal oxygen uptake. After 5 min of rest, a time trial of 64.37 km (40 miles) was completed. The ingested nutrition was recorded every 15 min. In S, the athletes completed the time trial faster (128 vs. 136 min; p ≤ 0.001) and with a significantly higher power output (212 vs. 184 W; p ≤ 0.001). The intake of fluid, energy (carbohydrate-, mono-, and disaccharide), and sodium was significantly higher in S compared with A (p ≤ 0.001) during the endurance exercise. In the time trial, only sodium intake was significantly higher in S (p ≤ 0.001). We concluded that a time trial performance after a 2.5-h endurance exercise in a laboratory setting was significantly improved following a scientific nutrition strategy.

Modeling Online Health Information-Seeking Behavior in China: The Roles of Source Characteristics, Reward Assessment, and Internet Self-Efficacy.

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Cao, Weidan; Zhang, Xinyao; Xu, Kaibin; Wang, Yuanxin

2016-09-01

The outbreak of severe acute respiratory syndrome (SARS) in 2003 marked the explosion of health information seeking online in China and the increasing emergence of Chinese health websites. There are both benefits and potential hazards of people's online health information seeking. This article intended to test part of Wilson's second model of information behavior, including source characteristics and activating mechanisms, and to identify the relationships among perceived access, perceived expertise credibility, reward assessment, Internet self-efficacy, and online health information-seeking behavior. Data were drawn from face-to-face surveys and an online survey of health information seekers (N = 393) in China. The results showed that source characteristics predicted activating mechanisms, which in turn predicted online health information-seeking behavior. Activating mechanisms, that is, reward assessment and Internet self-efficacy, mediated the relationship between source characteristics (i.e., access and credibility) and online health information-seeking behavior. Strategies for improving information access, expertise credibility, and Internet self-efficacy are discussed in order to maximize the benefits of online health information seeking and to minimize the potential harm.

Predicting Manual Therapy Treatment Success in Patients With Chronic Ankle Instability: Improving Self-Reported Function.

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Wikstrom, Erik A; McKeon, Patrick O

2017-04-01

  Therapeutic modalities that stimulate sensory receptors around the foot-ankle complex improve chronic ankle instability (CAI)-associated impairments. However, not all patients have equal responses to these modalities. Identifying predictors of treatment success could improve clinician efficiency when treating patients with CAI.   To conduct a response analysis on existing data to identify predictors of improved self-reported function in patients with CAI.   Secondary analysis of a randomized controlled clinical trial.   Sports medicine research laboratories.   Fifty-nine patients with CAI, which was defined in accordance with the International Ankle Consortium recommendations.   Participants were randomized into 3 treatment groups (plantar massage [PM], ankle-joint mobilization [AJM], or calf stretching [CS]) that received six 5-minute treatments over 2 weeks.   Treatment success, defined as a patient exceeding the minimally clinically important difference of the Foot and Ankle Ability Measure-Sport (FAAM-S).   Patients with ≤5 recurrent sprains and ≤82.73% on the Foot and Ankle Ability Measure had a 98% probability of having a meaningful FAAM-S improvement after AJM. As well, ≥5 balance errors demonstrated 98% probability of meaningful FAAM-S improvements from AJM. Patients <22 years old and with ≤9.9 cm of dorsiflexion had a 99% probability of a meaningful FAAM-S improvement after PM. Also, those who made ≥2 single-limb-stance errors had a 98% probability of a meaningful FAAM-S improvement from PM. Patients with ≤53.1% on the FAAM-S had an 83% probability of a meaningful FAAM-S improvement after CS.   Each sensory-targeted ankle-rehabilitation strategy resulted in a unique combination of predictors of success for patients with CAI. Specific indicators of success with AJM were deficits in self-reported function, single-limb balance, and <5 previous sprains. Age, weight-bearing-dorsiflexion restrictions, and single-limb balance

Self-deprecations through assessments

DEFF Research Database (Denmark)

Asmuss, Birte; Oshima, Sae; Larsen, Tine

to the speaker as the inventor of the assessable, namely the term. The self-deprecation is accompanied by initial laughter and a tag in the end. The number of CA-studies on self-deprecations is little, but the following aspects have been documented. Pomerantz (1984) has pointed out that "subsequent to a self...

Metacognitive Strategy Instruction as a Means to Improve Listening SelfEfficacy among Iranian Undergraduate Learners of English

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Maryam Rahimirad

2015-01-01

Full Text Available Metacognitive strategy instruction (MetSI has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009 was used to measure the participants’ level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20 and control (n=20 groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003 while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.

Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

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Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara

2018-01-01

Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

Innovative integrative bedside teaching model improves tutors' self-assessments of teaching skills and attitudes.

Science.gov (United States)

Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

2016-01-01

Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners' self assessment of teaching skills and perceptions. One-day tutor training workshop included theoretical knowledge supplementation regarding tutors' roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; pteaching skills in this challenging environment.

Coping strategies used by poorly adherent patients for self-managing bipolar disorder.

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Blixen, Carol; Levin, Jennifer B; Cassidy, Kristin A; Perzynski, Adam T; Sajatovic, Martha

2016-01-01

Bipolar disorder (BD) is a chronic mental illness associated with reduced quality of life, high rates of suicide, and high financial costs. Evidence indicates that psychosocial stress might play an important role in the onset and course of BD. The objective of this study was to address the gap between coping theory and the clinical use of coping strategies used to self-manage BD. In-depth interviews were conducted with a sample of 21 poorly adherent patients with BD. All interviews were audiotaped, transcribed verbatim, and analyzed using content analysis with an emphasis on dominant themes. Transcript-based analysis generated two major domains of coping strategies used to self-manage BD: 1) problem focused (altering eating habits, managing mood-stabilizing medications, keeping psychiatric appointments, seeking knowledge, self-monitoring, and socializing) and 2) emotion focused (distracting activities, denial, isolation, modifying/avoiding, helping others, and seeking social support). Participants used both types of coping strategies to deal with stressful situations brought about by the internal and external demands associated with self-management of BD. This qualitative study provided a first step in evaluating coping strategies as a possible mediator in the self-management of BD and has implications for health care providers. Being able to characterize an individual's coping behaviors can help patients modify or replace more maladaptive coping with better coping strategies in the self-management of this chronic mental illness.

Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education.

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Chen, Zuosong; Sun, Kaihong; Wang, Kun

2017-01-01

This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants' self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual's self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.

Bowel symptoms and self-care strategies of survivors in the process of restoration after low anterior resection of rectal cancer.

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Yin, Lishi; Fan, Ling; Tan, Renfu; Yang, Guangjing; Jiang, Fenglin; Zhang, Chao; Ma, Jun; Yan, Yang; Zou, Yanhong; Zhang, Yaowen; Wang, Yamei; Zhang, Guifang

2018-06-04

The purpose of this research is to identify the bowel symptoms and self-care strategies for rectal cancer survivors during the recovery process following low anterior resection surgery. A total of 100 participants were investigated under the structured interview guide based on the dimensions of "symptom management theory". 92% of participants reported changes in bowel habits, the most common being the frequent bowel movements and narrower stools, which we named it finger-shaped consistency stools. The 6 most frequently reported bowel symptoms were excessive flatus (93%), clustering (86%), urgency (77%), straining (62%), bowel frequency (57%) and anal pendant expansion (53%). Periodic bowel movements occurred in 19% participants. For a group of 79 participants at 6 to 24 months post-operation, 86.1% reported a significant improvement of bowel symptoms. Among 68 participants of this subgroup with significant improvements, 70.5% participants reported the length of time it took was at least 6 months. Self-care strategies adopted by participants included diet, bowel medications, practice management and exercise. It is necessary to educate patients on the symptoms experienced following low anterior resection surgery. Through the process of trial and error, participants have acquired self-care strategies. Healthcare professionals should learn knowledge of such strategies and help them build effective interventions.

Self Assessment in Schizophrenia: Accuracy of Evaluation of Cognition and Everyday Functioning

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Gould, Felicia; McGuire, Laura Stone; Durand, Dante; Sabbag, Samir; Larrauri, Carlos; Patterson, Thomas L.; Twamley, Elizabeth W.; Harvey, Philip D.

2015-01-01

Objective Self-assessment deficits, often referred to as impaired insight or unawareness of illness, are well established in people with schizophrenia. There are multiple levels of awareness, including awareness of symptoms, functional deficits, cognitive impairments, and the ability to monitor cognitive and functional performance in an ongoing manner. The present study aimed to evaluate the comparative predictive value of each aspect of awareness on the levels of everyday functioning in people with schizophrenia. Method We examined multiple aspects of self-assessment of functioning in 214 people with schizophrenia. We also collected information on everyday functioning rated by high contact clinicians and examined the importance of self-assessment for the prediction of real world functional outcomes. The relative impact of performance based measures of cognition, functional capacity, and metacognitive performance on everyday functioning was also examined. Results Misestimation of ability emerged as the strongest predictor of real world functioning and exceeded the influences of cognitive performance, functional capacity performance, and performance-based assessment of metacognitive monitoring. The relative contribution of the factors other than self-assessment varied according to which domain of everyday functioning was being examined, but in all cases, accounted for less predictive variance. Conclusions These results underscore the functional impact of misestimating one’s current functioning and relative level of ability. These findings are consistent with the use of insight-focused treatments and compensatory strategies designed to increase self-awareness in multiple functional domains. PMID:25643212

Self-assessment in schizophrenia: Accuracy of evaluation of cognition and everyday functioning.

Science.gov (United States)

Gould, Felicia; McGuire, Laura Stone; Durand, Dante; Sabbag, Samir; Larrauri, Carlos; Patterson, Thomas L; Twamley, Elizabeth W; Harvey, Philip D

2015-09-01

Self-assessment deficits, often referred to as impaired insight or unawareness of illness, are well established in people with schizophrenia. There are multiple levels of awareness, including awareness of symptoms, functional deficits, cognitive impairments, and the ability to monitor cognitive and functional performance in an ongoing manner. The present study aimed to evaluate the comparative predictive value of each aspect of awareness on the levels of everyday functioning in people with schizophrenia. We examined multiple aspects of self-assessment of functioning in 214 people with schizophrenia. We also collected information on everyday functioning rated by high contact clinicians and examined the importance of self-assessment for the prediction of real-world functional outcomes. The relative impact of performance-based measures of cognition, functional capacity, and metacognitive performance on everyday functioning was also examined. Misestimation of ability emerged as the strongest predictor of real-world functioning and exceeded the influences of cognitive performance, functional capacity performance, and performance-based assessment of metacognitive monitoring. The relative contribution of the factors other than self-assessment varied according to which domain of everyday functioning was being examined, but, in all cases, accounted for less predictive variance. These results underscore the functional impact of misestimating one's current functioning and relative level of ability. These findings are consistent with the use of insight-focused treatments and compensatory strategies designed to increase self-awareness in multiple functional domains. (c) 2015 APA, all rights reserved).

Improving assessment of personality disorder traits through social network analysis.

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Clifton, Allan; Turkheimer, Eric; Oltmanns, Thomas F

2007-10-01

When assessing personality disorder traits, not all judges make equally valid judgments of all targets. The present study uses social network analysis to investigate factors associated with reliability and validity in peer assessment. Participants were groups of military recruits (N=809) who acted as both targets and judges in a round-robin design. Participants completed self- and informant versions of the Multisource Assessment of Personality Pathology. Social network matrices were constructed based on reported acquaintance, and cohesive subgroups were identified. Judges who shared a mutual subgroup were more reliable and had higher self-peer agreement than those who did not. Partitioning networks into two subgroups achieved more consistent improvements than multiple subgroups. We discuss implications for multiple informant assessments.

Self-management strategies used by 'high functioning' individuals with bipolar disorder: from research to clinical practice.

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Murray, Greg; Suto, Melinda; Hole, Rachelle; Hale, Sandra; Amari, Erica; Michalak, Erin E

2011-01-01

Bipolar disorder (BD) is a complex mental illness that results in substantial costs, both at a personal and societal level. Research into BD has been driven by a strongly medical model conception, with a focus upon pathology and dysfunction. Little research to date has focused upon strategies used to maintain or regain wellness in BD. Here, we present results from a qualitative study of self-management strategies used by a Canadian sample of 'high-functioning' individuals with BD. The aims of the present paper are two-fold: (1) To provide a description of the self-management strategies identified as effective by this sample of high functioning individuals and 2) to explore these results from a clinical perspective. High functioning (determined as a score of either 1 or 2 on the objectively-rated Multidimensional Scale of Independent Functioning) individuals with BD type I or II (N = 33) completed quantitative scales to assess depression, mania, psychosocial functioning and quality of life, and underwent either an individual interview or focus group about the self-management strategies they used to maintain or regain wellness. The specific self-management strategies that individuals enacted are contained within the following categories: (1) sleep, diet, rest and exercise; (2) ongoing monitoring; (3) reflective and meditative practices; (4) understanding BD and educating others; (5) connecting to others and (6) enacting a plan. These strategies are discussed in the context of current treatment interventions and research findings, offering clinicians a broad range of potential techniques or tools to assist with their efforts to support individuals with BD in maintaining or regaining wellness. The strategies adopted by a sample of people coping well with their BD show remarkable overlap with the targets of existing adjunctive psychosocial interventions for BD. The clinician can use this information to motivate clients to engage with such strategies. The present

Validation of innovative technologies and strategies for regulatory safety assessment methods: challenges and opportunities.

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Stokes, William S; Wind, Marilyn

2010-01-01

Advances in science and innovative technologies are providing new opportunities to develop test methods and strategies that may improve safety assessments and reduce animal use for safety testing. These include high throughput screening and other approaches that can rapidly measure or predict various molecular, genetic, and cellular perturbations caused by test substances. Integrated testing and decision strategies that consider multiple types of information and data are also being developed. Prior to their use for regulatory decision-making, new methods and strategies must undergo appropriate validation studies to determine the extent that their use can provide equivalent or improved protection compared to existing methods and to determine the extent that reproducible results can be obtained in different laboratories. Comprehensive and optimal validation study designs are expected to expedite the validation and regulatory acceptance of new test methods and strategies that will support improved safety assessments and reduced animal use for regulatory testing.

Application of self-assessment in the nuclear fuel supply activities of Siemens AG

International Nuclear Information System (INIS)

Nilson, F.; Schaule, B.

2000-01-01

The quality of fuel assemblies supplied to our customers is defined by more than just their expected functionality (performance) during reactor operation and beyond but also by their cost (price) and the timeliness of their supply (including related services). This perspective implies a comprehensive view of the quality of business, - the same focus that the IAEA Code, Basic Requirement 9, addresses regarding management self-assessment. Siemens has adopted a comprehensive management philosophy in the Nuclear Fuels Business in the early Nineties under the header of 'TQM' that is similar to the one mentioned above. For this approach we found valuable guidance in the Business Excellence model of the European Foundation for Quality Management (EFQM) which is comparable to the self-assessment criteria listed by IAEA. In this contribution we are presenting examples and experiences of how such system of self-assessment and continuous improvement was implemented by senior management. Our experience of more than 6 years of TQM and 4 years of self-assessment yielded an increasing alignment and focus of our organization and all its members on the continuous improvement of our processes (business, management and support) - on the way to a learning organization. (author)

MODERN METHODOLOGICAL TOOLS FOR STUDENTS’ LANGUAGE SKILLS SELF-ASSESSMENT

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A. N. Astanina

2017-01-01

Full Text Available Introduction. Nowadays, the problem of standardization of foreign language training at the higher school is becoming currently topical. With regard to the processes of globalization, the international educational projects and students exchange programs gain greater international recognition. Such international programmes involve foreign language knowledge graded as not only high certified academic levels but also as basic language skills. The lack of foreign language competence becomes the obstacle for successful training, depriving a future graduate of a part of chances to become the competitive and popular expert in the chosen profession. The success of a foreign language course completion among students depends on many factors; the most important factor is motivation which can affect self-assessment of training results. The aim of the study is to describe possibilities of the CanDos tools implementation for the organization of students self-consciousness and self-assessment of own achievements in order to influence the motivation for mastering a foreign language.Methodology and research methods. The research is based on competencybased approach. The methods involve comparative analysis, synthesis, and generalization.Results and scientific novelty. The questionnaire developed for the experiment helped to collect the data concerning the effectiveness of the CanDos software implementation for self-assessment of students’ foreign language skills. The corresponding self-assessment helps students to carry out a self-reflection of own knowledge and abilities, and to find “weak points” in language proficiency which need additional practice and improvement. By regularly using CanDos software as self-assessment tools, students learn to identify the correspondence of their language competence to the external requirements and standards of education. Orientation to training results will help future experts to create self-motivation that positively

KEEFEKTIFAN STRATEGI REACT DITINJAU DARI PRESTASI BELAJAR, KEMAMPUAN PENYELESAIAN MASALAH, KONEKSI MATEMATIS, SELF EFFICACY

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Runtyani Irjayanti Putri

2015-11-01

Full Text Available Penelitian ini bertujuan untuk: (1 mendeskripsikan keefektifan strategi pembelajaran REACT pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, (2 menentukan strategi pembelajaran yang lebih efektif diantara strategi REACT dan pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Penelitian ini adalah penelitian quasi experiment. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling’s, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa: (1 strategi pembelajaran REACT efektif pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, dan (2 strategi pembelajaran REACT lebih efektif daripada pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Kata Kunci: strategi REACT, prestasi belajar, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA   THE EFFECTIVENESS OF REACT STRATEGY VIEWED FROM LEARNING ACHIEVEMENT, PROBLEM SOLVING ABILITY, MATHEMATICAL CONNECTION, SELF EFFICACY Abstract The aims of this study are to: (1 to describe the effectiveness of the REACT strategy viewed from Mathematics Learning Achievement, Mathematics Problem Solving Ability, Mathematics Connection Ability, and Student Self efficacy of State Senior High School 4 Magelang Students, and (2 determine a more effective

Is Self-Assessment in Religious Education Unique?

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Brooks, Val; Fancourt, Nigel

2012-01-01

This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state…

Coping strategies used by poorly adherent patients for self-managing bipolar disorder

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Blixen C

2016-07-01

Full Text Available Carol Blixen,1,2 Jennifer B Levin,2 Kristin A Cassidy,2 Adam T Perzynski,1 Martha Sajatovic2–4 1Center for Health Care Research and Policy, MetroHealth Medical Center, 2Department of Psychiatry, 3Department of Neurology, Neurological Institute, 4Department of Biostatistics & Epidemiology, University Hospitals Case Medical Center, Case Western Reserve University School of Medicine, Cleveland, OH, USA Background: Bipolar disorder (BD is a chronic mental illness associated with reduced quality of life, high rates of suicide, and high financial costs. Evidence indicates that psychosocial stress might play an important role in the onset and course of BD. Objective: The objective of this study was to address the gap between coping theory and the clinical use of coping strategies used to self-manage BD.Methods: In-depth interviews were conducted with a sample of 21 poorly adherent patients with BD. All interviews were audiotaped, transcribed verbatim, and analyzed using content analysis with an emphasis on dominant themes.Results: Transcript-based analysis generated two major domains of coping strategies used to self-manage BD: 1 problem focused (altering eating habits, managing mood-stabilizing medications, keeping psychiatric appointments, seeking knowledge, self-monitoring, and socializing and 2 emotion focused (distracting activities, denial, isolation, modifying/avoiding, helping others, and seeking social support. Participants used both types of coping strategies to deal with stressful situations brought about by the internal and external demands associated with self-management of BD.Conclusion: This qualitative study provided a first step in evaluating coping strategies as a possible mediator in the self-management of BD and has implications for health care providers. Being able to characterize an individual’s coping behaviors can help patients modify or replace more maladaptive coping with better coping strategies in the self-management of

Strategies to improve the quality of life of persons post-stroke: protocol of a systematic review.

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Munce, Sarah E P; Perrier, Laure; Shin, Saeha; Adhihetty, Chamila; Pitzul, Kristen; Nelson, Michelle L A; Bayley, Mark T

2017-09-07

While many outcomes post-stroke (e.g., depression) have been previously investigated, there is no complete data on the impact of a variety of quality improvement strategies on the quality of life and physical and psychological well-being of individuals post-stroke. The current paper outlines a systematic review protocol on the impact of quality improvement strategies on quality of life as well as physical and psychological well-being of individuals with stroke. MEDLINE, CINAHL, EMBASE, and PsycINFO databases will be searched. Two independent reviewers will conduct all levels of screening, data abstraction, and quality appraisal. Only randomized controlled trials that report on the impact of quality improvement strategies on quality of life outcomes in people with stroke will be included. The secondary outcomes will be physical and psychological well-being. Quality improvement strategies include audit and feedback, case management, team changes, electronic patient registries, clinician education, clinical reminders, facilitated relay of clinical information to clinicians, patient education, (promotion of) self-management, patient reminder systems, and continuous quality improvement. Studies published since 2000 will be included to increase the relevancy of findings. Results will be grouped according to the target group of the varying quality improvement strategies (i.e., health system, health care professionals, or patients) and/or by any other noteworthy grouping variables, such as etiology of stroke or by sex. This systematic review will identify those quality improvement strategies aimed at the health system, health care professionals, and patients that impact the quality of life of individuals with stroke. Improving awareness and utilization of such strategies may enhance uptake of stroke best practices and reduce inappropriate health care utilization costs. PROSPERO, CRD42017064141.

Web-based nutrition education intervention improves self-efficacy and self-regulation related to increased dairy intake in college students.

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Poddar, Kavita H; Hosig, Kathy W; Anderson, Eileen S; Nickols-Richardson, Sharon M; Duncan, Susan E

2010-11-01

Dairy consumption declines substantially during young adulthood. Interventions that incorporate theory-based nutrition education can provide insight into factors associated with dietary choices. The aim of this experimental study was to improve outcome expectations, self-efficacy, self-regulation, and behavior related to dairy intake in college students using social cognitive theory. Students (n=294) enrolled in a personal health class were randomized to intervention (n=148) or comparison group (n=146). The 5-week intervention (March 2006 to April 2006) was conducted using an online course system; components included e-mail messages, posted information, and behavior checklists with tailored feedback. Multivariate analysis of covariance with age and sex as covariates (Pself-regulatory strategies (P=0.038) and self-efficacy for consuming three servings/day of dairy products (P=0.049), but not in outcome expectations or consumption of dairy products. A Web-based intervention designed to change dairy intake in college students was effective in modifying some social cognitive theory constructs; strategies that positively impact outcome expectations and social support through online interventions require further development. Copyright © 2010 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

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Masoudi, Golfam

2017-01-01

The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

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Ergen, Binnur; Kanadli, Sedat

2017-01-01

Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

Benchmarking: A tool for conducting self-assessment

International Nuclear Information System (INIS)

Perkey, D.N.

1992-01-01

There is more information on nuclear plant performance available than can reasonably be assimilated and used effectively by plant management or personnel responsible for self-assessment. Also, it is becoming increasingly more important that an effective self-assessment program uses internal parameters not only to evaluate performance, but to incorporate lessons learned from other plants. Because of the quantity of information available, it is important to focus efforts and resources in areas where safety or performance is a concern and where the most improvement can be realized. One of the techniques that is being used to effectively accomplish this is benchmarking. Benchmarking involves the use of various sources of information to self-identify a plant's strengths and weaknesses, identify which plants are strong performers in specific areas, evaluate what makes a top performer, and incorporate the success factors into existing programs. The formality with which benchmarking is being implemented varies widely depending on the objective. It can be as simple as looking at a single indicator, such as systematic assessment of licensee performance (SALP) in engineering and technical support, then surveying the top performers with specific questions. However, a more comprehensive approach may include the performance of a detailed benchmarking study. Both operational and economic indicators may be used in this type of evaluation. Some of the indicators that may be considered and the limitations of each are discussed

Do Self-Regulated Processes such as Study Strategies and Satisfaction Predict Grade Point Averages for First and Second Generation College Students?

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DiBenedetto, Maria K.

2010-01-01

The current investigation sought to determine whether self-regulatory variables: "study strategies" and "self-satisfaction" correlate with first and second generation college students' grade point averages, and to determine if these two variables would improve the prediction of their averages if used along with high school grades and SAT scores.…

The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

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Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

2015-01-01

This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

SELF-GENERATED COPING STRATEGIES AMONG MUSLIM ATHLETES DURING RAMADAN FASTING

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Jolly Roy

2011-03-01

Full Text Available The study explored the self-generated coping strategies employed by Muslim athletes from South East Asian region during the Ramadan fasting month. Sixty-five National elite Muslim athletes responded to an open-ended question on coping strategies employed during Ramadan fasting. Inductive content analysis identified five general dimensions from 54 meaning units which were abstracted into 14 first-order themes and 10 second order themes. The general dimension included four problem-focused coping: training modifications, dietary habits, psychological, rest and recovery, and one emotion-focused coping i.e., self- control. The coping strategies employed were diverse and dynamic in nature and no specific pattern was evident. The most frequently employed strategies were associated with training and dietary habits. Emotion focused coping was the least frequently used by the athletes

Self-Help for Depression via E-mail: A Randomised Controlled Trial of Effects on Depression and Self-Help Behaviour.

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Amy J Morgan

Full Text Available Self-help or self-management strategies are commonly used to deal with depression, but not all are thought to be helpful. A previous study found that sub-threshold depression symptoms were improved by an e-mail intervention that encouraged the use of evidence-based self-help strategies.To investigate whether these e-mails were effective for adults with a range of depression symptomatology including major depression.The study was a parallel-group randomised controlled trial. Adult participants with any level of depressive symptoms were recruited over the internet from the United Kingdom, Australia, Canada, Ireland, New Zealand and the United States. Participants were randomised to receive a series of e-mails either promoting the use of evidence-based self-help strategies or containing depression information as a control. E-mails were sent automatically twice a week for six weeks. Depression symptoms were assessed with the self-rated Patient Health Questionnaire depression scale (PHQ-9.1736 participants with a wide range of symptom severity were recruited and assigned to active (n = 862 and control (n = 874 groups. However, there was a significant attrition rate, with 66.9% lost to follow-up at post-intervention. Both groups showed large improvements in depression symptoms overall, with no significant difference in improvement at the end of the study (mean difference in improvement 0.35 points, 95% CI: -0.57 to 1.28, d = 0.11, 95% CI: -0.06 to 0.27, although there was a small effect at the study mid-point. Results were similar for the sub-group of participants with major depression. The active group showed small to moderate improvements in self-help behaviour (d = 0.40, 95% CI: 0.23 to 0.56.These results suggest that the e-mails were able to increase participants' use of evidence-based self-help, but that this did not improve depression more than an attention control.NCT01399502.

Are study strategies related to medical licensing exam performance?

Science.gov (United States)

West, Courtney; Kurz, Terri; Smith, Sherry; Graham, Lori

2014-11-02

To examine the relationship between study strategies and performance on a high stakes medical licensing exam entitled the United States Medical Licensing Examination Step 1. The action research project included seventy nine student participants at the Texas A & M Health Science Center College of Medicine during their pre-clinical education. Data collection included pre-matriculation and matriculation academic performance data, standardized exam data, and the Learning and Study Strategies Instrument. Multiple regression analyses were conducted. For both models, the dependent variable was the Step 1 score, and the independent variables included Medical College Admission Test, Undergraduate Grade Point Average, Year 1 Average, Year 2 Average, Customized National Board of Medical Examiners Average, Comprehensive Basic Science Exam score, and Learning and Study Strategy Instrument sub-scores. Model 2 added Comprehensive Basic Science Self-Assessment average. Concentration (Model 1 - β = .264; Model 2 - β = .254) was the only study strategy correlated with Step 1 performance. The other statistically significant predictors were Customized National Board of Medical Examiners Average (β = .315) and Year 2 Average (β = .280) in Model 1 and Comprehensive Basic Science Self-Assessment Average (β = .338) in Model 2. There does appear to be a relationship between the study strategy concentration and Step 1 licensing exam performance. Teaching students to practice and utilize certain techniques to improve concentration skills when preparing for and taking exams may help improve licensing exam scores.

The relationship between Iranian EFL learners’ self-regulatory vocabulary strategy use and their vocabulary size

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Seyed Mohammad Reza Amirian

2015-07-01

Full Text Available Self-regulation is referred to as learners’ self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners’ active participation in the learning process (Zimmerman & Bandura, 1994. The present study investigated the relationship between Iranian EFL students’ self-regulation capacity for vocabulary learning and their vocabulary size. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006 consisting of five subscales of commitment, metacognitive, emotion, satiation and environment control, and a bilingual vocabulary size test developed and validated by Karami (2012. The results of the data analysis revealed no significant relationship between the two variables measured by these instruments. However, the results of the multiple regressions indicated that the metacognitive control compared to the other subscales made a better contribution to the prediction of learners’ vocabulary size. In addition, based on the analysis of variance (ANOVA, which examined and compared the self-regulatory strategy use of learners in different experience groups, the first year students had a higher mean score in their self-regulation capacity, which can possibly be attributed to the strategies they have learnt in their Study Skills courses. Finally, it was suggested that teachers must try to develop self-regulatory power in the learners because their creative effort and informed decisions in trying to improve their own learning are highly important.

Evolution of strategies to improve preclinical cardiac safety testing.

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Gintant, Gary; Sager, Philip T; Stockbridge, Norman

2016-07-01

The early and efficient assessment of cardiac safety liabilities is essential to confidently advance novel drug candidates. This article discusses evolving mechanistically based preclinical strategies for detecting drug-induced electrophysiological and structural cardiotoxicity using in vitro human ion channel assays, human-based in silico reconstructions and human stem cell-derived cardiomyocytes. These strategies represent a paradigm shift from current approaches, which rely on simplistic in vitro assays that measure blockade of the Kv11.1 current (also known as the hERG current or IKr) and on the use of non-human cells or tissues. These new strategies have the potential to improve sensitivity and specificity in the early detection of genuine cardiotoxicity risks, thereby reducing the likelihood of mistakenly discarding viable drug candidates and speeding the progression of worthy drugs into clinical trials.

Weak self-directed learning skills hamper performance in cumulative assessment

NARCIS (Netherlands)

Tio, Rene A.; Stegmann, Mariken E.; Koerts, Janke; van Os, Titus W. D. P.; Cohen-Schotanus, Janke

2016-01-01

Background: Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of

Introducing the Adherence Strategy Engineering Framework (ASEF)

DEFF Research Database (Denmark)

Wagner, Stefan Rahr; Toftegaard, Thomas Skjødeberg; Bertelsen, Olav W.

2013-01-01

. Methods: Key concepts related to self-care and adherence were defined, discussed, and implemented as part of the ASEF framework. ASEF was applied to seven self-care case studies, and the perceived usefulness and feasibility of ASEF was evaluated in a questionnaire study by the case study participants...... resulting in reduced data quality and suboptimal treatment. Objectives: The aim of this paper is to introduce the Adherence Strategy Engineering Framework (ASEF) as a method for developing novel technology-based adherence strategies to assess and improve patient adherence levels in the unsupervised setting....... Finally, we reviewed the individual case studies usage of ASEF. Results: A range of central self-care concepts were defined and the ASEF methodological framework was introduced. ASEF was successfully used in seven case studies with a total of 25 participants. Of these, 16 provided answers...

Self and Superior Assessment.

Science.gov (United States)

1986-06-01

model of the self-evaluation process as it differs from the evaluation process used by superiors. Symbolic Interactionism One view of self assessment is...supplied by the symbolic interactionists (Cooley, 1902; Head, 1934), who state that self perceptions are generated largely from individuals...disagreements remained even immediately after an appraisal interview in which a great deal of feedback was given. Research on the symbolic interactionist

SELF-REGULATION STRATEGIES OF ORAL COMMUNICATION IN CHILDREN WITH HEARING IMPAIRMENT

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Alois GHERGUT

2011-09-01

Full Text Available The study identifies some self-regulation strategies used by deaf children in order to make their speech more intelligible. To achieve self-control while speaking, the child with severe hearing loss needs not only a high level of intelligence, but also an effective lip-reading capability and a strong intrinsic motivation. This is the reason why there are many cases of children with a high level of intelligence, but with a mediocre lip-reading capability and others with a lower level of intelligence, but with a good lip-reading capability. These differences also depend on the degree of hearing loss. Among the self-regulation strategies used by the children that achieve an intelligible speech are: the cognitive and meta-cognitive strategies, the motivational strategies etc. These results are important while designing the therapeutic activities, and especially the speech intelligibility factor being crucial in the social integration of those children with hearing impairment.

Condom negotiation strategies as a mediator of the relationship between self-efficacy and condom use.

Science.gov (United States)

French, Sabine Elizabeth; Holland, Kathryn J

2013-01-01

College students are a group at high risk of sexually transmitted infections due to inconsistent condom use and engaging in other risky sexual behaviors. This study examined whether condom use self-efficacy predicted the use of condom negotiation strategies (i.e., condom influence strategies) and whether condom influence strategies mediated the relationship between condom use self-efficacy and condom use within this population, as well as whether gender moderated the mediation model. Results showed a strong relationship between condom use self-efficacy and condom influence strategies. Additionally, condom influence strategies completely mediated the relationship between condom use self-efficacy and condom use. Although condom use self-efficacy was related to condom use, the ability to use condom negotiation strategies was the most important factor predicting condom use. The mediation model held across genders, except for the condom influence strategy withholding sex, where it was not significant for men. For women, condom use self-efficacy promoted the use of a very assertive negotiation strategy, withholding sex, and was consequently related to increased condom use. Overall, using assertive condom negotiation strategies (e.g., withholding sex and direct request) were found to be the most important aspects of increasing condom use for both women and men. Implications and suggestions for prevention programming are discussed.

Peer Review as a Strategy for Improving Students' Writing Process

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Baker, Kimberly M.

2016-01-01

Peer review is an established strategy for improving the quality of students' writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers' revisions after engaging in peer review. This study draws…

A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment

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Yan, Zi; Brown, Gavin T. L.

2017-01-01

While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took…

FY2000 Annual Self-Evaluation Report for the Pacific Northwest National Laboratory

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RR Labarge

2000-11-15

This self-evaluation report offers a summary of results from FY2000 actions to achieve Pacific Northwest National Laboratory's strategy and provides an analysis of the state of their self-assessment process. The result of their integrated planning and assessment process identifies Laboratory strengths and opportunities for improvement. Critical elements of that process are included in this report; namely, a high-level summary of external oversight activities, progress against Operations Improvement Initiatives, and a summary of Laboratory strengths and areas for improvement developed by management from across the laboratory. Some key areas targeted for improvement in FY2001 are: systems approach to resource management; information protection; integrated safety management flow-down to the benchtop; cost management; integrated assessment; Price Anderson Amendments Act (PAAA) Program; and travel risk mitigation.

Self-assessment of professionalism in physical therapy education.

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Anderson, Deborah K; Irwin, Kent E

2013-01-01

With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. Forty-three PT students (11 male and 32 female, ages 20-28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after their first 3 week clinical experience and again after their final clinical experience. A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self-assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice.

The Work Compatibility Improvement Framework: theory and application of improvement action and intervention strategies.

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Genaidy, Ash M; Rinder, Magda M; Sequeira, Reynold; A-Rehim, Amal D

2009-05-01

Challenges facing management of manufacturing firms can be transformed into asset gains by giving careful consideration to the worker-work environment interface. The benefits of a 'healthy' interface may lead to sizable reductions in rising health care costs and retention of highly qualified workers. This paper presents a novel approach for the 'improve' phase of the Work Compatibility Improvement Framework. The work tasks of this research consisted of: (a) fundamentals of cognitive-based improvement action and intervention; (b) design concepts and process of improvement action/intervention generation; (c) assessment model of estimated gains in company's assets; (d) application demonstration in the manufacturing sector. The process of improvement action/intervention generation is described, preceded by a description of the fundamentals of cognitive-based improvement action and intervention and system architecture. This is followed by a documentation of estimated asset gains as a result of the improvement plan. The results showed that expert workers were, on average, 78% in agreement with the algorithm-identified improvement actions. Their knowledge was used to update the recommended actions as well as to detail the multiple strategies required to address the improvement actions. As a result, an integrated improvement plan was developed resulting in estimated asset gains of $1.6 million, which was validated by the general manager. The research reported herein documented the theory and application of the 'improve' phase of the Work Compatibility Improvement Framework. The economic assessment of the suggested improvement is also reported and this has proved to be an important driver to secure the firm collaboration of manufacturing enterprise management. An integrated improvement solution plan backed by a detailed economic assessment of suggested improvements is essential to demonstrate the full potential of workplace micro- and macro-ergonomic interventions.

The breastfeeding self-efficacy scale: psychometric assessment of the short form.

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Dennis, Cindy-Lee

2003-01-01

The purpose of this study was to reduce the number of items on the original Breastfeeding Self-Efficacy Scale (BSES) and psychometrically assess the revised BSES-Short Form (BSES-SF). As part of a longitudinal study, participants completed mailed questionnaires at 1, 4, and 8 weeks postpartum. Health region in British Columbia. A population-based sample of 491 breastfeeding mothers. BSES, Edinburgh Postnatal Depression Scale, Rosenberg Self-Esteem Scale, and Perceived Stress Scale. Internal consistency statistics with the original BSES suggested item redundancy. As such, 18 items were deleted, using explicit reduction criteria. Based on the encouraging reliability analysis of the new 14-item BSES-SF, construct validity was assessed using principal components factor analysis, comparison of contrasted groups, and correlations with measures of similar constructs. Support for predictive validity was demonstrated through significant mean differences between breastfeeding and bottle feeding mothers at 4 (p self-efficacy and considered ready for clinical use to (a) identify breastfeeding mothers at high risk, (b) assess breastfeeding behaviors and cognitions to individualize confidence-building strategies, and (c) evaluate the effectiveness of various interventions and guide program development.

An Internet Resource for Self-Assessment of Mental Health and Health Behavior: Development and Implementation of the Self-Assessment Kiosk.

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Maunder, Robert G; Hunter, Jonathan J

2018-05-16

Standardized measurement of physical and mental health is useful for identification of health problems. Personalized feedback of the results can influence health behavior, and treatment outcomes can be improved by monitoring feedback over time. However, few resources are available that are free for users, provide feedback from validated measurement instruments, and measure a wide range of health domains. This study aimed to develop an internet self-assessment resource that fills the identified gap and collects data to generate and test hypotheses about health, to test its feasibility, and to describe the characteristics of its users. The Self-Assessment Kiosk was built using validated health measurement instruments and implemented on a commercial internet survey platform. Data regarding usage and the characteristics of users were collected over 54 weeks. The rate of accrual of new users, popularity of measurement domains, frequency with which multiple domains were selected for measurement, and characteristics of users who chose particular questionnaires were assessed. Of the 1435 visits, 441 (30.73%) were visiting for the first time, completed at least 1 measure, indicated that their responses were truthful, and consented to research. Growth in the number of users over time was approximately linear. Users were skewed toward old age and higher income and education. Most (53.9%, 234/434) reported at least 1 medical condition. The median number of questionnaires completed was 5. Internal reliability of most measures was good (Cronbach alpha>.70), with lower reliability for some subscales of coping (self-distraction alpha=.35, venting alpha=.50, acceptance alpha=.51) and personality (agreeableness alpha=.46, openness alpha=.45). The popular questionnaires measured depression (61.0%, 269/441), anxiety (60.5%, 267/441), attachment insecurity (54.2%, 239/441), and coping (46.0%, 203/441). Demographic characteristics somewhat influenced choice of instruments, accounting

Self-monitoring and self-management: new interventions to improve blood pressure control.

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McCartney, David E; McManus, Richard J

2016-11-01

This article reviews recent developments in self-monitoring and self-management of hypertension aimed at the improvement of blood pressure (BP) control. There is an increasing body of evidence examining the effects of self-monitoring on BP control. Several landmark studies in recent years have demonstrated clinically relevant benefit from self-monitoring based interventions. Self-management of BP with self-titration has shown particular promise, as has self-monitoring combined with intensive health-care led support. There is a lack of evidence on the benefits of self-monitoring for those with important comorbidity such as coronary heart disease, chronic kidney disease, diabetes and previous stroke, and future research should be directed towards this. There is a growing body of evidence supporting the use of self-monitoring along with additional intervention including telemonitoring and self-titration in improving BP control. Further research is needed to understand which patients are likely to benefit most and how this is best integrated with routine care.

Exploring Seven- to Eight-Year-Olds' Use of Self-Talk Strategies

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Lee, Scott Weng Fai

2011-01-01

Self-talk has been recognised as a tool used by children to regulate their thinking and behaviour. To support children's use of self-regulatory verbal strategies, educators need to understand the context, content and dynamics of children's self-talk. While a significant amount of empirical research had been carried out on self-talk, most was…

Student self-assessment in dental hygiene education: a cornerstone of critical thinking and problem-solving.

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Mould, Michelle R; Bray, Kimberly Krust; Gadbury-Amyot, Cynthia C

2011-08-01

Self-assessment is an integral component of learning and developing decision making and critical thinking skills in the practice of dental hygiene. Dental hygienists must think critically and develop problem-solving strategies during their formal education to ensure lifelong quality and ongoing development of their personal knowledge and skill as related to providing comprehensive, evidence-based patient care. The primary focus of this qualitative investigation was to obtain undergraduate dental hygiene students' perceptions of and experiences with self-assessment. The sample consisted of an intact undergraduate dental hygiene class of seventeen students in their final semester of a two-year, entry-level dental hygiene program at a community college in the southeast United States. Data for this research were obtained from three sources: 1) a program-designed self-assessment survey assignment, 2) in-depth interviews with four second-year dental hygiene students, and 3) program-designed clinical competence evaluation forms. Inductive data analysis revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program. As they matriculated in the program, students began to see the advantages of self-assessment in clinical practice. Programmatic orientation to self-assessment may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.

Psychological Characteristics in Talented Soccer Players - Recommendations on How to Improve Coaches' Assessment.

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Musculus, Lisa; Lobinger, Babett H

2018-01-01

Psychological characteristics, including personality traits and psychological skills, have been shown to be relevant predictors of soccer performance. In research, general and sport specific standardized self-report questionnaires have been applied in psychological diagnostics of sports talent. However, with regard to the assessment of psychological characteristics of talented soccer players, a gap between research and practice is apparent. While soccer clubs often ask their coaches to assess their players on self-designed, unevaluated scouting sheets, research widely neglects expert coaches' and clubs' perspectives on relevant performance characteristics. As we believe that expert coaches' assessments could be a valid predictor of a player's current performance and future success, we provide recommendations on how to improve coaches' assessment of psychological characteristics. As the quality of the assessment of psychological characteristics is crucial, we provide recommendations on how to ensure the central diagnostic standards: objectivity, reliability, and validity in talent assessment. Further, we argue that assessing psychological characteristics should combine self ratings of players and external ratings of coaches in talent development. Sport psychologists should assist clubs and coaches in improving the diagnostics of psychological characteristics as well as in embedding psychological diagnostics and interventions in the talent development process.

Self-Care Strategies among Chinese Adolescent Girls with Dysmenorrhea: A Qualitative Study.

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Wong, Cho Lee; Ip, Wan Yim; Lam, Lai Wah

2016-08-01

Little is known about how Chinese adolescent girls manage dysmenorrhea. This study aims to explore self-care strategies among Chinese adolescent girls with dysmenorrhea. The study uses a mixed methods design with two phases: a cross-sectional survey in phase I and semistructured interviews in phase II. This paper reports phase II. In line with the phase I findings, 28 adolescent girls with different characteristics (high or low levels of self-care behavior and pain intensity, who did or did not self-medicate, and who had or had not received menstrual education) were recruited for interviews. Content analysis was used for data analysis. Four categories emerged from the data: lifestyle changes, symptom management, communicating dysmenorrhea with others, and seeking medical advice. Girls selected their diets carefully and reduced physical activity during menstruation to avoid aggravating symptoms. Heat therapy commonly was employed for symptom management. A few girls self-medicated to obtain immediate relief from pain, but the majority expressed reservations about using medication because they worried about dependence and side effects. Some girls communicated dysmenorrhea with their family and friends, but the majority did not seek medical advice. The present study showed that girls employed various self-care strategies for dysmenorrhea, including some strategies stemming from traditional Chinese medicine. The findings revealed menstrual etiquette among Chinese adolescent girls with dysmenorrhea, and demonstrated that self-medication was not part of most girls' self-care. Understanding the self-care strategies of these girls is important, as it can help nurses develop a culturally-specific intervention to promote self-care among adolescent girls with dysmenorrhea. Copyright © 2016 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Environment, Safety, and Health Self-Assessment Report, Fiscal Year 2008

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Chernowski, John

2009-02-27

Lawrence Berkeley National Laboratory's Environment, Safety, and Health (ES&H) Self-Assessment Program ensures that Integrated Safety Management (ISM) is implemented institutionally and by all divisions. The Self-Assessment Program, managed by the Office of Contract Assurance (OCA), provides for an internal evaluation of all ES&H programs and systems at LBNL. The functions of the program are to ensure that work is conducted safely, and with minimal negative impact to workers, the public, and the environment. The Self-Assessment Program is also the mechanism used to institute continuous improvements to the Laboratory's ES&H programs. The program is described in LBNL/PUB 5344, Environment, Safety, and Health Self-Assessment Program and is composed of four distinct assessments: the Division Self-Assessment, the Management of Environment, Safety, and Health (MESH) review, ES&H Technical Assurance, and the Appendix B Self-Assessment. The Division Self-Assessment uses the five core functions and seven guiding principles of ISM as the basis of evaluation. Metrics are created to measure performance in fulfilling ISM core functions and guiding principles, as well as promoting compliance with applicable regulations. The five core functions of ISM are as follows: (1) Define the Scope of Work; (2) Identify and Analyze Hazards; (3) Control the Hazards; (4) Perform the Work; and (5) Feedback and Improvement. The seven guiding principles of ISM are as follows: (1) Line Management Responsibility for ES&H; (2) Clear Roles and Responsibilities; (3) Competence Commensurate with Responsibilities; (4) Balanced Priorities; (5) Identification of ES&H Standards and Requirements; (6) Hazard Controls Tailored to the Work Performed; and (7) Operations Authorization. Performance indicators are developed by consensus with OCA, representatives from each division, and Environment, Health, and Safety (EH&S) Division program managers. Line management of each division performs the

A Self-Assessment Framework for Inclusive Schools Supporting Assistive Technology Users.

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Hoogerwerf, Evert-Jan; Solander-Gross, Andrea; Mavrou, Katerina; Traina, Ivan; Hersh, Marion

2017-01-01

In order to support schools to assess their performance in supporting children with disabilities in their ICT and ICT-AT needs, a self-assessment framework was developed by a task force of partners and associate partners of the ENTELIS project. The self-assessment tool aims to help educational establishments that welcome learners with disabilities to assess their current outcomes and to plan improvements in supporting these students in increasing digital literacy and developing digital skills. This includes the use of mainstream Information and Communication Technology (ICT) and specially designed digital Assistive Technologies (ICT-AT). This can only successfully happen if schools fully embrace an inclusive approach to education. In this paper the authors describe the development of the framework and the further steps for its use.

Balanced: a randomised trial examining the efficacy of two self-monitoring methods for an app-based multi-behaviour intervention to improve physical activity, sitting and sleep in adults

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Mitch J. Duncan

2016-07-01

Full Text Available Abstract Background Many adults are insufficiently physically active, have prolonged sedentary behaviour and report poor sleep. These behaviours can be improved by interventions that include education, goal setting, self-monitoring, and feedback strategies. Few interventions have explicitly targeted these behaviours simultaneously or examined the relative efficacy of different self-monitoring methods. Methods/Design This study aims to compare the efficacy of two self-monitoring methods in an app-based multi-behaviour intervention to improve objectively measured physical activity, sedentary, and sleep behaviours, in a 9 week 2–arm randomised trial. Participants will be adults (n = 64 who report being physically inactive, sitting >8 h/day and frequent insufficient sleep (≥14 days out of last 30. The “Balanced” intervention is delivered via a smartphone ‘app’, and includes education materials (guidelines, strategies to promote change in behaviour, goal setting, self-monitoring and feedback support. Participants will be randomly allocated to either a device-entered or user-entered self-monitoring method. The device-entered group will be provided with a activity tracker to self-monitor behaviours. The user-entered group will recall and manually record behaviours. Assessments will be conducted at 0, 3, 6, and 9 weeks. Physical activity, sedentary behaviour and sleep-wake behaviours will be measured using the wrist worn Geneactiv accelerometer. Linear mixed models will be used to examine differences between groups and over time using an alpha of 0.01. Discussion This study will evaluate an app-based multi-behavioural intervention to improve physical activity, sedentary behaviour and sleep; and the relative efficacy of two different approaches to self-monitoring these behaviours. Outcomes will provide information to inform future interventions and self-monitoring targeting these behaviours. Trial registration ACTRN12615000182594

Balanced: a randomised trial examining the efficacy of two self-monitoring methods for an app-based multi-behaviour intervention to improve physical activity, sitting and sleep in adults.

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Duncan, Mitch J; Vandelanotte, Corneel; Trost, Stewart G; Rebar, Amanda L; Rogers, Naomi; Burton, Nicola W; Murawski, Beatrice; Rayward, Anna; Fenton, Sasha; Brown, Wendy J

2016-07-30

Many adults are insufficiently physically active, have prolonged sedentary behaviour and report poor sleep. These behaviours can be improved by interventions that include education, goal setting, self-monitoring, and feedback strategies. Few interventions have explicitly targeted these behaviours simultaneously or examined the relative efficacy of different self-monitoring methods. This study aims to compare the efficacy of two self-monitoring methods in an app-based multi-behaviour intervention to improve objectively measured physical activity, sedentary, and sleep behaviours, in a 9 week 2-arm randomised trial. Participants will be adults (n = 64) who report being physically inactive, sitting >8 h/day and frequent insufficient sleep (≥14 days out of last 30). The "Balanced" intervention is delivered via a smartphone 'app', and includes education materials (guidelines, strategies to promote change in behaviour), goal setting, self-monitoring and feedback support. Participants will be randomly allocated to either a device-entered or user-entered self-monitoring method. The device-entered group will be provided with a activity tracker to self-monitor behaviours. The user-entered group will recall and manually record behaviours. Assessments will be conducted at 0, 3, 6, and 9 weeks. Physical activity, sedentary behaviour and sleep-wake behaviours will be measured using the wrist worn Geneactiv accelerometer. Linear mixed models will be used to examine differences between groups and over time using an alpha of 0.01. This study will evaluate an app-based multi-behavioural intervention to improve physical activity, sedentary behaviour and sleep; and the relative efficacy of two different approaches to self-monitoring these behaviours. Outcomes will provide information to inform future interventions and self-monitoring targeting these behaviours. ACTRN12615000182594 (Australian New Zealand Clinical Trials Registry. Registry URL: www.anzctr.org.au ; registered

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

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Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

Internet-based support for self-management strategies for people with COPD-protocol for a controlled pragmatic pilot trial of effectiveness and a process evaluation in primary healthcare.

Science.gov (United States)

Nyberg, André; Wadell, Karin; Lindgren, Helena; Tistad, Malin

2017-08-01

The use of adequate self-management strategies for people with chronic obstructive pulmonary disease (COPD) reduces healthcare use, improves health-related quality of life (HRQoL) and recovery after acute exacerbations. However, not many people with COPD receive support that promotes the use of such strategies and therefore new methods to facilitate and promote the use of self-management strategies are highly warranted. This pilot trial aims to evaluate the feasibility of the study design and study procedures considering effectiveness of the novel intervention, the COPD-web. METHODS AND ANALYSIS: The overall design is a pragmatic controlled pilot trial with preassessments and postassessments and a parallel process evaluation. Patients with the diagnosis of COPD will be eligible for the study. The intervention group will be recruited when visiting one of the six participating primary care units in Sweden. The control group will be identified from the unit's computerised registers. The intervention, the COPD-web, is an interactive web page with two sections; one directed at people with COPD and one at healthcare professionals. The sections aim to support patients' self-management skills-and to facilitate the provision of support for self-management strategies, respectively. Effectiveness with regard to patients' symptoms, HRQoL, knowledge of and readiness for COPD-related self-management, health literacy, self-efficacy for physical activity and time spent in physical activity and time being sedentary, and further, healthcare professionals' knowledge of and readiness to support COPD-related self-management strategies will be assessed using questionnaires at 3 and 12 months. The process evaluation will include observations and interviews. Ethical approval has been obtained. Findings will be presented at conferences, submitted for publication in peer-reviewed publications and presented to the involved healthcare professionals, patients and to patient organisations

EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

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Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan

2018-01-01

The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…

Self-assessment versus self-grading – approaches to the education of self-regulated teachers

Directory of Open Access Journals (Sweden)

Elizabete Aparecida Garcia Ribeiro

2014-06-01

Full Text Available The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one’s own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one’s own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills.

Assessing Walking Strategies Using Insole Pressure Sensors for Stroke Survivors.

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Munoz-Organero, Mario; Parker, Jack; Powell, Lauren; Mawson, Susan

2016-10-01

Insole pressure sensors capture the different forces exercised over the different parts of the sole when performing tasks standing up such as walking. Using data analysis and machine learning techniques, common patterns and strategies from different users to achieve different tasks can be automatically extracted. In this paper, we present the results obtained for the automatic detection of different strategies used by stroke survivors when walking as integrated into an Information Communication Technology (ICT) enhanced Personalised Self-Management Rehabilitation System (PSMrS) for stroke rehabilitation. Fourteen stroke survivors and 10 healthy controls have participated in the experiment by walking six times a distance from chair to chair of approximately 10 m long. The Rivermead Mobility Index was used to assess the functional ability of each individual in the stroke survivor group. Several walking strategies are studied based on data gathered from insole pressure sensors and patterns found in stroke survivor patients are compared with average patterns found in healthy control users. A mechanism to automatically estimate a mobility index based on the similarity of the pressure patterns to a stereotyped stride is also used. Both data gathered from stroke survivors and healthy controls are used to evaluate the proposed mechanisms. The output of trained algorithms is applied to the PSMrS system to provide feedback on gait quality enabling stroke survivors to self-manage their rehabilitation.

Assessing Walking Strategies Using Insole Pressure Sensors for Stroke Survivors

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Mario Munoz-Organero

2016-10-01

Full Text Available Insole pressure sensors capture the different forces exercised over the different parts of the sole when performing tasks standing up such as walking. Using data analysis and machine learning techniques, common patterns and strategies from different users to achieve different tasks can be automatically extracted. In this paper, we present the results obtained for the automatic detection of different strategies used by stroke survivors when walking as integrated into an Information Communication Technology (ICT enhanced Personalised Self-Management Rehabilitation System (PSMrS for stroke rehabilitation. Fourteen stroke survivors and 10 healthy controls have participated in the experiment by walking six times a distance from chair to chair of approximately 10 m long. The Rivermead Mobility Index was used to assess the functional ability of each individual in the stroke survivor group. Several walking strategies are studied based on data gathered from insole pressure sensors and patterns found in stroke survivor patients are compared with average patterns found in healthy control users. A mechanism to automatically estimate a mobility index based on the similarity of the pressure patterns to a stereotyped stride is also used. Both data gathered from stroke survivors and healthy controls are used to evaluate the proposed mechanisms. The output of trained algorithms is applied to the PSMrS system to provide feedback on gait quality enabling stroke survivors to self-manage their rehabilitation.

Does Self-Control Training Improve Self-Control? A Meta-Analysis.

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Friese, Malte; Frankenbach, Julius; Job, Veronika; Loschelder, David D

2017-11-01

Self-control is positively associated with a host of beneficial outcomes. Therefore, psychological interventions that reliably improve self-control are of great societal value. A prominent idea suggests that training self-control by repeatedly overriding dominant responses should lead to broad improvements in self-control over time. Here, we conducted a random-effects meta-analysis based on robust variance estimation of the published and unpublished literature on self-control training effects. Results based on 33 studies and 158 effect sizes revealed a small-to-medium effect of g = 0.30, confidence interval (CI 95 ) [0.17, 0.42]. Moderator analyses found that training effects tended to be larger for (a) self-control stamina rather than strength, (b) studies with inactive compared to active control groups, (c) males than females, and (d) when proponents of the strength model of self-control were (co)authors of a study. Bias-correction techniques suggested the presence of small-study effects and/or publication bias and arrived at smaller effect size estimates (range: g corrected = .13 to .24). The mechanisms underlying the effect are poorly understood. There is not enough evidence to conclude that the repeated control of dominant responses is the critical element driving training effects.

Self-Management Strategies to Support Students with ASD

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Schulze, Margaret A.

2016-01-01

Self-management is a set of procedures that students can be taught to apply to their own behaviors to change them. In self-management, students are taught to observe, assess, and modify their own behavior. These procedures include such things as self-identifying and observing a target behavior and setting a goal to change it. Self-management…

Technology-based self-care methods of improving antiretroviral adherence: a systematic review.

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Parya Saberi

Full Text Available As HIV infection has shifted to a chronic condition, self-care practices have emerged as an important topic for HIV-positive individuals in maintaining an optimal level of health. Self-care refers to activities that patients undertake to maintain and improve health, such as strategies to achieve and maintain high levels of antiretroviral adherence.Technology-based methods are increasingly used to enhance antiretroviral adherence; therefore, we systematically reviewed the literature to examine technology-based self-care methods that HIV-positive individuals utilize to improve adherence. Seven electronic databases were searched from 1/1/1980 through 12/31/2010. We included quantitative and qualitative studies. Among quantitative studies, the primary outcomes included ARV adherence, viral load, and CD4+ cell count and secondary outcomes consisted of quality of life, adverse effects, and feasibility/acceptability data. For qualitative/descriptive studies, interview themes, reports of use, and perceptions of use were summarized. Thirty-six publications were included (24 quantitative and 12 qualitative/descriptive. Studies with exclusive utilization of medication reminder devices demonstrated less evidence of enhancing adherence in comparison to multi-component methods.This systematic review offers support for self-care technology-based approaches that may result in improved antiretroviral adherence. There was a clear pattern of results that favored individually-tailored, multi-function technologies, which allowed for periodic communication with health care providers rather than sole reliance on electronic reminder devices.

Defensiveness versus remediation: self-theories and modes of self-esteem maintenance.

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Nussbaum, A David; Dweck, Carol S

2008-05-01

How people maintain and repair their self-esteem has been a topic of widespread interest. In this article, the authors ask, What determines whether people will use direct, remedial actions, or defensive actions? In three studies, they tested the hypothesis that a belief in fixed intelligence (entity theory) would produce defensiveness, whereas a belief in improvable intelligence (incremental theory) would foster remediation. In each study, participants assigned to the entity condition opted for defensive self-esteem repair (downward comparison in Studies 1 and 3; a tutorial on already mastered material in Study 2), but those in the incremental condition opted for self-improvement (upward comparison in Studies 1 and 3; a tutorial on unmastered material in Study 2). Experiment 3 also linked these strategies to self-esteem repair; remedial strategies were the most effective in recovering lost self-esteem for those in the incremental condition, whereas defensive strategies were most effective for those in the entity condition.

Implementation and Validation of a Self-Consumption Maximization Energy Management Strategy in a Vanadium Redox Flow BIPV Demonstrator

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Luis Fialho

2016-06-01

Full Text Available This paper presents the results of the implementation of a self-consumption maximization strategy tested in a real-scale Vanadium Redox Flow Battery (VRFB (5 kW, 60 kWh and Building Integrated Photovoltaics (BIPV demonstrator (6.74 kWp. The tested energy management strategy aims to maximize the consumption of energy generated by a BIPV system through the usage of a battery. Whenever possible, the residual load is either stored in the battery to be used later or is supplied by the energy stored previously. The strategy was tested over seven days in a real-scale VRF battery to assess the validity of this battery to implement BIPV-focused energy management strategies. The results show that it was possible to obtain a self-consumption ratio of 100.0%, and that 75.6% of the energy consumed was provided by PV power. The VRFB was able to perform the strategy, although it was noticed that the available power (either to charge or discharge varied with the state of charge.

Quality Assessment of Economic Evaluations of Suicide and Self-Harm Interventions

DEFF Research Database (Denmark)

Madsen, Lizell Bustamante; Eddleston, Michael; Hansen, Kristian Schultz

2018-01-01

Background: Death following self-harm constitutes a major global public health challenge and there is an urgent need for governments to implement cost-effective, national suicide prevention strategies. Aim: To conduct a systematic review and quality appraisal of the economic evaluations...... of interventions aimed at preventing suicidal behavior. Method: A systematic literature search was performed in several literature databases to identify relevant articles published from 2003 to 2016. Drummond's 10-item appraisal tool was used to assess the methodological quality of the included studies. Results....... The discussion of suicide and self-harm prevention should be as nuanced as possible, including health economics along with cultural, social, and political aspects....

Communication Styles of Interactive Tools for Self-Improvement.

Science.gov (United States)

Niess, Jasmin; Diefenbach, Sarah

Interactive products for self-improvement (e.g., online trainings to reduce stress, fitness gadgets) have become increasingly popular among consumers and healthcare providers. In line with the idea of positive computing, these tools aim to support their users on their way to improved well-being and human flourishing. As an interdisciplinary domain, the design of self-improvement technologies requires psychological, technological, and design expertise. One needs to know how to support people in behavior change, and one needs to find ways to do this through technology design. However, as recent reviews show, the interlocking relationship between these disciplines is still improvable. Many existing technologies for self-improvement neglect psychological theory on behavior change, especially motivational factors are not sufficiently considered. To counteract this, we suggest a focus on the dialog and emerging communication between product and user, considering the self-improvement tool as an interactive coach and advisor. The present qualitative interview study (N = 18) explored the user experience of self-improvement technologies. A special focus was on the perceived dialog between tool and user, which we analyzed in terms of models from communication psychology. Our findings show that users are sensible to the way the product "speaks to them" and consider this as essential for their experience and successful change. Analysis revealed different communication styles of self-improvement tools (e.g., helpful-cooperative, rational-distanced, critical-aggressive), each linked to specific emotional consequences. These findings form one starting point for a more psychologically founded design of self-improvement technology. On a more general level, our approach aims to contribute to a better integration of psychological and technological knowledge, and in consequence, supporting users on their way to enhanced well-being.