Zobrazeno 1 - 10
of 33
pro vyhledávání: '"Anton Havnes"'
Publikováno v:
Nursing Reports, Vol 14, Iss 2, Pp 788-800 (2024)
Aim: Our goal was to explore how power asymmetry manifests within the relationships between students, teachers, and supervisors, and how it influences students’ ability for critical reflection. Design: This study has an explorative qualitative desi
Externí odkaz:
https://doaj.org/article/6d0d5b6b883540c8867582bae59cc3fe
Autor:
Anton Havnes
Publikováno v:
Nordic Studies in Education, Vol 41, Iss 2, Pp 111-129 (2021)
As typical for professional education, early childhood teacher education (ECTE) aims to integrate knowledge from a wide range of disciplinary fields. With the 2013 reform of the Norwegian ECTE national curriculum the 10 disciplinary subjects have bee
Externí odkaz:
https://doaj.org/article/24c58dd7cf7641f38812231d67d82b61
Publikováno v:
Nursing Research and Practice, Vol 2017 (2017)
Learning practical nursing skills is an important part of the baccalaureate in nursing. However, many newly qualified nurses lack practical skill proficiency required to ensure safe patient care. The invasive skill peripheral vein cannulation (PVC) i
Externí odkaz:
https://doaj.org/article/838cc5007674488fb0a4703897f38f9d
Publikováno v:
Uniped, Vol 34, Pp 4-16 (2011)
Etter innføringen av Kvalitetsreformen er kravet om ekstern sensur redusert betydelig i høgre utdanning. Antallet sensorer er også redusert. Dermed forutsettes det at sensureringen holder høy kvalitet, også når den bare gjøres av en intern sen
Externí odkaz:
https://doaj.org/article/1c5bd4c0ec8f4e3c9fb5e2ef7065aeba
Publikováno v:
Nurse Education in Practice. 61:103332
The aim of this study is to increase knowledge about the assessment of nursing students' clinical practice, particularly concerning how teachers and clinical supervisors identify and assess the expected level of competence in mid-term evaluations and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::39707f5f7c982d3af2f3cf2f27ee87db
https://doi.org/10.1016/j.nepr.2022.103332
https://doi.org/10.1016/j.nepr.2022.103332
Publikováno v:
European Journal of Education. 52:31-43
With the policy of developing a, transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fea56d936109d97d71f125040ae3753d
https://doi.org/10.1111/ejed.12207
https://doi.org/10.1111/ejed.12207
Publikováno v:
Vocations and Learning. 10:201-233
The conceptions of what constitutes nursing competence and how such competence is taught and learned are changing, due to rapid changes in in the health sector. Nurse teachers’ competencies for providing high-quality, up-to-date nursing education,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::169f1e3c3546d5f7851416be229db366
https://doi.org/10.1007/s12186-016-9169-0
https://doi.org/10.1007/s12186-016-9169-0
Autor:
Anton Havnes, Tine Sophie Prøitz
Publikováno v:
Educational Assessment, Evaluation and Accountability. 28:205-223
Learning outcomes are now mandated in higher education courses across Europe. However, their impact on teaching and student learning is both uncertain and an issue for debate. In this paper, we explore (1) what is meant by learning outcomes in divers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7fb569ceadd8308aebe486548777c212
https://doi.org/10.1007/s11092-016-9243-z
https://doi.org/10.1007/s11092-016-9243-z
Publikováno v:
Learning, Culture and Social Interaction. 8:75-87
This study conceptualises patterns of peer talk and interaction and the potentials for learning inherent in a peer tutoring setting in an undergraduate nursing education skill centre. Third-year students are responsible for training first-year studen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f00934fe6b0e8f0deb5ced2641fd7547
https://doi.org/10.1016/j.lcsi.2015.12.004
https://doi.org/10.1016/j.lcsi.2015.12.004
Autor:
Anton Havnes
Publikováno v:
European Early Childhood Education Research Journal
Within the early childhood education system, early childhood teachers are the weak element in two hierarchies, the governance hierarchy and the epistemological hierarchy. From the perspective of early childhood teacher professionalization, this is a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::297dfa5c18f1dd761abf2fa2a111263b
https://hdl.handle.net/10642/6976
https://hdl.handle.net/10642/6976
