Teaching Modern Physics

Joanne Anton

Description

• cours - matière : physics
• cours - matière potentielle : elizabeth ramseyer
• cours - matière potentielle : plans
• cours - matière potentielle : classroom
• exposé

Materials for Teaching Modern Physics Prepared by: QuarkNet Teachers from Fermilab and the University of Chicago July 2006

• high school physics teachers to scientists
• modern physics
• chicago quarknet section
• particle physics unit
• plan from scratch
• return survey
• quarknet curriculum chicago
• problems

Sujets

• Physics
• Classroom
• Exposé
• Accélération
• Community High School (West Chicago)
• Niles West High School
• Chamber
• Lincoln

Informations

• Publié par: syom0
• Nombre de lectures: 36
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Department of Nursing and Midwifery


Ongoing Achievement Record
Assessment of Practice

Learning Disability Programme
1 ONGOING ACHIEVEMENT RECORD (OAR)

The standards to support learning and assessment in practice
(NMC 2008, page 68) requires that: ‘An ongoing achievement
record including comments from mentors, must be passed from
one placement to the next to enable judgments to be made on
the student’s progress’.


In signing this page I am confirming that I have received the
ongoing achievement record and that I have read and
understood the above statement.


STUDENT NAME [printed in capitals]:

…………………………………………………………….……………


STUDENT NUMBER: ……………………………………………….


STUDENT SIGNATURE:

………………………………………………………………………….


DATE: …………………………………………………………………

COHORT: ........................................................................

SITE: ...............................................................................
2 Contents page

Year One
Student Declaration 2 Year 3
Academic Professional Standards and Behaviour 4-5 Student Orientation 111
Introduction 6-7 Placement Documentation 112-121
OAR Guidance 8-9 Additional Learning Opportunities 122-125
Mentor Information 10 Assessment of Student Competencies 126
Service User/Carer Feedback Guidance 11 NMC assessed Competencies 127-140
Sign Off Sheet 12 Mid Point Review 141-142
Record of Supervision of Learning Days 13 Final Submission of Practice 143-144
Student Orientation 14-15 Retrieval Documentation 145-150
Learning Contract Guidance 16-17
Skills for Entry to the Register Learning Contract Example 18
Placement One Documentation 19-25 Guidance 152
Mid Point Review 26 Skills assessment 153-159
Placement Two Documentation 27-33
Final Submission of Practice 34-35
Additional Learning Opportunities 36-39
Practice Assessment Criteria 40
NMC Assessed Outcomes 41-51
Skills Guidance 52
Skills Decision Making Framework 53-54
Skills 55-61
Retrieval Documentation 62-67

Year Two
Patient/Carer Feedback Guidance 69
Student Orientation 70
Placement Documentation 71-80
Additional Learning Opportunities 81-84
Assessment of Student Competencies 85
NMC Assessed Competencies 86-99
Mid Point Review 100-101
Final Submission of Practice 102-103
Retrieval Documentation 104-109
3 University of the West of England, Bristol - Faculty of Health and Life Sciences
Academic and Professional Standards and Behaviour - A guide for students on health and social care
programmes
Professional status is not an inherent right, but is granted by Promoting a work and learning environment free of bullying,
society. harassment and discrimination.
Its maintenance depends on the public’s belief that professionals Promoting an environment conducive to learning by
are trustworthy. contributing actively, and equitably, to learning and teaching
activities, whilst minimising the risk of unnecessary disruptions. To remain trustworthy, professionals must meet the obligations
expected by society (p,1674).
Professional responsibility by: Cruess, S.R., and Cruess, R.L. (1997)
Professionalism must be taught. BMJ, 315, Engaging in actions that benefit others and minimise the risk
1674-1677 of harm.
Acting in the best interest of individual service users and
Health and social care professionals and practitioners have to carers.
demonstrate the highest standard of behaviour and conduct. Such Demonstrating reliability and punctuality in attendance and
behaviour and conduct are governed by a ‘code of conduct’ of adhering to agreed procedure for reporting of non-attendance.
respective professions in addition to the standards set by individual Adhering to appropriate dress/uniform code, including,
health and social care employers. The Faculty of Health and Life maintaining appropriate hygiene; taking pride in personal
Sciences has a statutory obligation to ensure, as a requirement of appearance.
‘fitness’ to professional practice, students on health and social care Working collaboratively and harmoniously, as a member of a
programmes learn, practise and demonstrate appropriate standards of multi-disciplinary team; respecting the views, expertise and
behaviour and conduct. The following guiding principles are a reminder contributions of others.
of the standards expected of students and need, where pertinent, to be
read in conjunction with the appropriate code of professional conduct Social responsibility by:
(NMC 2008). Respecting and making appropriate use of University, Faculty
and practice placement facilities and services; including use of
Respect for others by: books, computer, and other teaching/learning resources.
Showing courtesy and being respectful to colleagues, staff and Ensuring own actions and behaviour enhance the profession’s
the public at all times. reputation and the public’s confidence.
Maintaining the dignity and privacy of individuals in all care Maintaining high personal standards in all settings; refraining
situations. from actions that can be construed as dishonest, fraudulent
Valuing and respecting the views, beliefs, and rights of all and unprofessional.
individuals.
Embracing difference and valuing diversity; taking steps to
promote tolerance, respect, dignity and equality for all.
4 Professional integrity by:
Maintaining honesty and openness in all encounters with
service users, academic and service staff, and student
colleagues.
Refraining from accessing and sharing information in practice
and academic settings without appropriate authorisation.
Accepting responsibility and accountability for own actions.
Ensuring that confidentiality and security of information are
maintained at all times.
Taking appropriate action to report situations and incidents that
may harm the safety and well being of others.

Professional competence by:
Practising safely at all times by meeting required standards of
competence.
Responding appropriately to individuals’ needs and providing
safe and competent care.

Accepting responsibility for own learning and responding

appropriately to constructive criticisms.

Acknowledging limitations in own knowledge, skills and

competence; seeking help and guidance as and when

necessary.



Academic integrity by:

Ensuring academic honesty in all course work; including

examinations, research activities, and assessment of clinical
competence.
Ensuring academic work submitted reflects own effort with
credit given to the work of others.








5 Introduction
regarding competence such as failing a student and to support
their professional development. In order to provide documentary evidence of achievement of practice
When in the final placement this 40% of the students time is in and confirmation that students have met the NMC requirements, the
addition to the protected time (1 hour per week) to be spent Ongoing Achievement Record has been developed. This document
with a sign off mentor. provides evidence of the student journey through practice over the 3
years of their programme, and offers mentors a continuous overview of
Assessing learning in practice: progress and achievement. The NMC (2010) require two
Most assessment of competence should be undertaken through progression points separating the programme into three equal
direct observation in practice. parts. This means students must meet the required competencies
Mentors should be involved, wherever possible, when at the end of each of the three years of the programme, otherwise
competence is assessed through simulation. students will not be able to progress into their next year of study.
This could result in being withdrawn from the programme of Mentors should consider how evidence from various sources
might contribute to making a judgement on performance and study.
competence.
The NMC (2008) have introduced Standards to Support Learning Mentors should seek advice and guidance from a sign off
and Assessment in Practice in which the requirements of a mentor mentor or practice teacher when dealing with failing students.
undertaking this role are clearly outlined. In order to assist mentors in
meeting these standards the following document has been developed, Confirmation of competency:
in liaison with practice, students and educators. The following points The NMC has identified progression points within each
are some of the statements from the NMC standards publication, for approved programme where confirmation is required that
further information please see the standards document, available on students have met specified outcomes and competencies
the NMC website, http://www.nmc-uk.org i.e. end of year one, end of year two and final progression
of registration for pre-registration students.
NMC requirements: All mentors may assess specific competencies throughout the
Every student has a n