CLINICAL ADVANCED A practical approach to promote reflective practice within nursing Boud‚ D. et al (1985) Reflection: turning experience into learning. London: Kogan Page. Bright‚ B. (1996) Reflecting on reflective practice. Studies in the Education of Adults; 28: 2‚ 162–184. Brookfield‚ S. (1994) Tales from the dark side: a phenomenography of adult critical reflection. International Journal of Lifelong Education; 13: 3‚ 203–216. Buckingham‚ M.‚ Clifton‚ D.O. (2001) Now‚ Discover your Strengths
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As I am working with 15 – 17 year olds‚ this age should have a good all round knowledge of their own skills and qualities and understand different ways to improve their performance when delivering coaching sessions. Some of the young people have to be coached through decision making and problem solving skills‚ for this to happen I have to set SMART targets‚ aims and objectives for each individual to achieve the best possible outcomes. Also I have to devise problem solving exercises in order to
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Learning and Development. Prentice Hall‚ New Jersey Beard‚ Colin; Wilson‚ John P.. Experiential Learning : A Handbook of Best Practice for Educators and Trainers. London‚ ‚ GBR: Kogan Page Ltd.‚ 2006. p 32. Johns‚ C. and Graham‚ J. (1996) Using a Reflective Model of Nursing and Guided Reflection. Nursing Standard 11 (2) 34-38. http://www.ahot.utu.fi/yliopistot/materiaali/index/using_a_model_of_reflection.pdf Berne E (1964) The games people play penguin books Ian Reece‚ Stephen Walker 2009‚ Teaching
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1. What’s the purpose of coaching? The purpose of coaching is to support the individual being coached. This could be done by informing the employee what they have done well and what they may improve. Furthermore coaching is about helping the employee when he/she faces problems and motivating them when there is difficulties. Moreover coaching is about empowering the employee with their job decisions and to help them develop their skills and abilities. To conclude coaching’s purpose is to deal with
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/essays/education/critical-reflection-on-experiences-as-a-mentor-educationessay.php Throughout this report I will critically reflect on my mentoring skills as a student mentor to students at Post 16 Education and clarify how learning theories can be employed in conjunction with mentoring/coaching models and stress the significance of adhering to boundaries and ethics. A selected journal article will also be critically analysed‚ with the promotion of professional development through mentoring. Section 1 ’A mentor (in mentoring) is a dignified
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Mentoring and Coaching: The Roles and Practices Dr. Norhasni Zainal Abiddin‚ Universiti Putra Malaysia‚ Malaysia ABSTRACT Mentoring and coaching are all part of educational training to develop people in the professions. There are several similarities and differences in the main issues involved in mentoring and coaching. They are related to the selfdevelopment‚ professional growth and career development of the mentee/coachee. In establishing the approaches to be used‚ care must be taken to ensure
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developing their personal and professional skills as reflective practitioners. Linda Thornton and Pat Brunton discuss what you can do The quality of provision in any early years settings is dependent on the skills‚ attitudes‚ knowledge and experience of everyone who works there. Reflective practice is the key to quality improvement as it helps to identify the strengths and weaknesses of different aspects of a setting’s provision. Being a reflective practitioner involves thinking about how you currently
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systems‚ case studies‚ models‚ and readings. Talking with experts is normally not helpful. Pragmatist - Prefers to apply new learning’s to actual practice to see if they work. Likes laboratories‚ field work‚ and observations. Likes feedback‚ coaching‚ and obvious links between the task-on-hand and a problem. Activist - Prefers the challenges of new experiences‚ involvement with others‚ assimilation and role-playing. Likes anything new‚ problem solving‚ and small group
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Coaching Soccer for Understanding: Open or Closed? The importance of body shape when attacking in soccer. Abstract This paper offers an account of a practical coaching session presented to coaches at the Teaching Games for Understanding International Conference held at the University of British Columbia‚ May 2008. It aims to demonstrate how TGFU pedagogy can be used effectively to coach players at an advanced level. There is firstly an attempt to present a rationale for the coaching strategies
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Contents Terms of Reference 3 Executive Summary 3 Introduction 3 Mentoring - 4 Counseling 5 Coaching 5 Comparative analysis 6 Findings – Our Program 7 Mentee Evaluation 9 Ahmed Al Sabbagh 9 Zenya Kwan 9 Mentors 10 Victor: 10 Filippo 10 Stanislas 11 Conclusion 11 References 12 Appendix 1 – E-mail exchanges 13 Appendix 2 – Difference in Mentoring and Coaching 15 Appendix 3 – 50 Questions 16 Appendix 4 - Ahmed CV & Cover Letter 17 Appendix 5 - Zenya CV & Cover
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