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相关概念视频

Community Based Intervention01:30

Community Based Intervention

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Self-Evaluation Maintenance Model

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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
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相关实验视频

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培养协作卓越:一个计划评估的教师发展计划超过4年的倡议.

So Ran Kwon1, John Won1, Mark Estey2

  • 1Division of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, California, USA.

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概括

终身学习者计划 (L3P) 成功提高了教师的学术生产力和一般牙科的学术进步. 这项教师发展计划促进了合作,改善了职业发展.

关键词:
协作学习是一种协作式的学习.教师的保留教师的保留学术活动学术活动.

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科学领域:

  • 牙科教育 牙科教育
  • 教师发展学院发展学院
  • 学术医学 学术医学

背景情况:

  • 后COVID-19大流行教师短缺和参与度下降需要创新的解决方案.
  • 洛马琳达大学牙科学院的一般牙科部门 (DGD) 在2021年启动了一项教师发展计划.
  • 终身学习者计划 (L3P) 旨在通过促进学术生产力和学术进步来应对这些挑战.

研究的目的:

  • 评估L3P在提高教师学术生产力,学术进步和协作文化的有效性.
  • 评估教师对该计划对其专业成长和动机的影响的看法.
  • 测量客观结果,如出版和推广时间表.

主要方法:

  • 一个结构化的,四分之二的计划提供了受保护的时间,指导和定制的学术发展课程.
  • 教师参与者根据服务,晋升准备和参与度进行了选择.
  • 项目评估采用了基克帕特里克模型,包括13项调查,开放式问题,以及对出版物和推广时间表的跟踪.

主要成果:

  • 100%的调查响应率表明参与者对加强自我反思,学术技能和动机有强烈的同意.
  • 所有参与者都报告了教学策略,协作学习和学术信心的提高.
  • 目标成果包括7-18个月的推广时间表,同行评审的出版物和持续的学生研究指导.

结论:

  • 在L3P有效地促进了教师的增长,学术产出,并在DGD内部建立了社区意识.
  • 该计划的成功凸显了为学术职业发展量身定制的教师发展举措的价值.
  • L3P为促进牙科教育中的协作性机构文化提供了一个模型.