Basic Creation of Name and Title Authorities     

Les Hawkins  Hien Nguyen  Heylicken Moreno 《期刊图书馆员》2016,70(1-4):343-355

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Integrating Background Nursing Experience and Study at the Postgraduate Level: An Application of Problem Based Learning     

Les Higgins 《高等教育研究与发展》1994,13(1):23-34

The delivery of postgraduate courses to registered nurses is faced with the challenge of providing learning opportunities which accommodate a wide range of backgrounds and which draw upon the students' clinical experiences as well as upon conventional academic sources. Courses not providing such opportunities may be devalued by the students and perceived by them as removed from, and irrelevant to, clinical practice.

This paper describes a course which appears to have been successful both in providing for background diversity and in securing the integration of academic content and the clinical experiences of postgraduate nursing students. The course uses a problem based learning approach to cover concepts and principles relating to patient education and aspects of clinical teaching. The rationale of the approach and an outline of its features are provided.

The procedures used to evaluate the course are also described. The qualitative and quantitative data realised by these procedures indicate that the course was perceived by the students to be stimulating, interesting and consonant with their clinical needs and aspirations. The data also show that the main cognitive objective of the course was achieved by a substantial proportion of the students but that students would benefit from receiving more assistance with their learning skills.

It is concluded that the form of problem based learning used in the course can provide for the postgraduate educational needs of nurses from diverse professional and academic backgrounds.  相似文献   

Effects of age and delay on the amount of information provided by alleged sex abuse victims in investigative interviews     

Lamb ME  Sternberg KJ  Esplin PW 《Child development》2000,71(6):1586-1596

A total of 145 children of 4 to 5, 6 to 7, 8 to 9, and 10 to 12 years of age were interviewed within 3 days, 1 month, 1 to 3 months, or 5 to 14 months after allegedly experiencing a single incident of sexual abuse. The proportion of substantive investigative utterances eliciting new details from the children increased with age and decreased after delays of more than 1 month. Age (but not delay) was also associated with the length and richness of informative responses to individual investigative utterances of all types. Children were more likely to provide new details in response to option-posing and suggestive prompts. As in previous field studies, interviewers employed few open-ended prompts, and thus only 5% of the information obtained was elicited using free-recall prompts.  相似文献   

Using the theory of successful intelligence as a basis for augmenting AP exams in Psychology and Statistics     

Steven E. Stemler  Elena L. Grigorenko  Linda Jarvin  Robert J. Sternberg 《Contemporary educational psychology》2006

Sternberg’s theory of successful intelligence was used to create augmented exams in Advanced Placement Psychology and Statistics. Participants included 1895 high school students from 19 states and 56 schools throughout the U.S. The psychometric results support the validity of creating examinations that assess memory, analytical, creative, and practical skills in the context of content-specific knowledge. In addition, Q-factor analyses revealed a set of empirically distinguishable profiles of achievement, supporting the assertion that individuals exhibit different patterns of strengths and weaknesses in cognitive processing skills. Finally, an examination of ethnic group differences in achievement shows that measuring a broad range of cognitive skills tends to reduce ethnic differences in achievement. Future studies aimed at replicating these findings are warranted.  相似文献   

Metacognition,abilities, and developing expertise: What makes an expert student?   总被引：1，自引：0，他引：1  

Sternberg  Robert J. 《Instructional Science》1998,26(1-2):127-140

The main argument of this article is that metacognition is an important part of human abilities, which are, in turn, forms of developing expertise. To the extent that our goal is to understand the bases of individual differences in student academic success, we need to understand metacognition as representing part of the abilities that lead to student expertise, but only as part.  相似文献