Conceptual Framework. The faculty of De Anza College Department of Nursing has chosen to base the curriculum on an eclectic model of nursing that embodies our philosophy and our values. This model is based on the premise that nurses must use clinical reasoning and the best evidence available in collaboration with patients and interdisciplinary teams to provide optimum safe and patient-centered care in multiple settings and environments. The nursing process will be used to assess patient problems, analyze data and data trends, identify issues and develop and evaluate individualized plans of care. It is a systematic method of problem-solving based on the scientific method employing nursing judgment and clinical reasoning skills. Safe decision-making and provision of care will also incorporate principles of evidence- based practice and nursing informatics/ technology. Students will function as members of the healthcare team, sharing in decision-making, communicating effectively and contributing to optimum patient outcomes and satisfaction. The conceptual framework does not exist in theory only, but functions within our unique environment that includes our college, the community we serve, and the unique characteristics of our student population. This framework provides a comprehensive, cogent guide for total program development, implementation, and evaluation. The faculty recognizes its responsibilities in the educational process as well as its responsibility to society. The faculty function as facilitators and provide experiences based upon the student learning objectives and the learning needs of students. A variety of teaching-learning techniques are employed by the faculty to enable a student to acquire the clinical reasoning necessary to become a Registered Nurse. The Registered Nurse program has been developed to: • Recognize commonalities and uniqueness in individual contribution to teaching- learning process. • Promote development of individual potential and individual contribution to society. • Use an eclectic model for nursing practice. • Provide the community with nurses capable of providing safe, high-quality effective nursing care. • Promote development of clinical reasoning and clinical judgment in the professional nurse. • Embrace technology, research, evidence-based practice and industry standards to promote the highest level of patient care. • Support a just culture and reflective practice while upholding high professional standards for ethical practice. • Effectiv...
Conceptual Framework. Independent Variables Dependent Variable Figure 1: Researchers’ Conceptual Framework depicting the relationship among the variables of interest
Conceptual Framework. The aim of this thesis is to develop a model relating to the relationship between franchisor and franchisee in order to ensure success of hotel franchising relationship. Such a relationship includes tangible and intangible issues which may positively or negatively affect both parties. A conceptual framework (Figure 2.5) has been created to illustrate factors influencing the success of hotel franchising relationship to achieve a constant level of satisfaction between franchise partners. This framework consists of two major parts; tangible and intangible relationship issues. This framework suggests that tangible and intangible relationship issues are considered as motivators for building success between franchise partners.
Conceptual Framework. 2.3.1. Structures of the booklet of technical vocabulary
Conceptual Framework. A CONTEXTUALIZED MODEL FOR FAITH DEVELOPMENT Returning to the definition of faith offered by theologically trained developmental psychologist Xxxxx Xxxxxx, I will argue for its power for illuminating the subjective impact of participation in the cumulative tradition of religious studies. Xxxxxx defines faith as: This definition has a precision that Chesnek’s “religiosity” lacks,86 yet is also broad enough to illuminate “religious” and “secular” forms of conceiving the “ultimate conditions of existence,” as well as the vast diversity of subjective conceptions within any particular religious tradition. Xxxxxx argues that this search for meaning and coherence is an anthropological fact: “faith [is] a human phenomenon, an apparently generic consequence of the universal human burden of finding or making meaning.”87 Thus, Fowlerian faith is infinitely inclusive; free of the problematic normative judgment of participation in transcendence we see in Xxxxx’x concept. It is the backdrop of conceived meaning and power, both conscious and unconscious, that our minds 84 Ibid., 61. 85 Xxxxxx. Stages of Faith. 92-93. 86 Additionally, using the term faith allows to preserve the utility of the conventional usage of religiosity to refer to the form, degree and frequency of an individual’s engagement with the diverse array of phenomena we call “religious.” 87 Ibid., 31. require to navigate the world effectively. Like the developmental model of his theoretical mentors Xxxxxxxx Xxxxxxxx, Xxxx Xxxxxxx and Xxxx Xxxxxx, Xxxxxx seeks to comprehend and describe universal, linear structural stages of faith development rather than apprehend or assess the particular content of one’s faith. This approach enables us to account for significant changes in the (re)construction of self, world and meaning among our subjects even when there are no observable changes in terms of religious affiliation, communicable doctrines or practice. Furthermore, neither external influences nor internal agency are artificially excluded from analysis; but are always perceived to be mutually constructed. While alternatives like “religiosity,” “worldview” and “belief system” imply a static affiliation faith is dynamic and relational, “a constantly modified framework shaped by our imaginative engagement with others and the world around us. As this reciprocal relationship between imaged ultimate environment and everyday living suggests, faith’s imaginal life is dynamic and continually changing.”88 The dynamism i...
Conceptual Framework. A. Protectionism
Conceptual Framework. As Xxxxxx and Xxx’s approach of emotional intelligence assessment is the framework of the current study, it is rational to discuss the appearance of this approach and to examine its four main competencies. Apart from Xxxxxxx’x competency model, Xxxxxx and Xxx’s approach was also based on Xxxxxxx’x theory of constructive theory. To consider the significance of the emotional intelligence skills and its relation to one’s academic abilities, and his or her academic achievement, such theory as “Constructive thinking” should be noted. Xxxxxxx (1998) in his book “Constructive thinking: The key to Emotional Intelligence” presented the notion constructive thinking as the ability of an individual to control his or her pessimistic thoughts, what purported to think constructively. As a consequence, he maintained the concept that every person possesses two minds: a rational conscious mind and automatic “experiential” mind. An individual’s conscious rational mind is considered to be relatively unemotional as he or she can easily control it. On the other hand, the automatic “experiential” mind is related to the preconscious level; therefore, people cannot control it, mainly because they are not aware of its functioning. This experiential mind is connected with past experiences as well as with emotions. As the solution to this issue, Xxxxxxx has proposed that a person can increase control over the experiential mind if he or she understands how it operates (Xxxxxxx, 1998). So, the abovementioned theory indicates the significance of preconscious sphere, which leads to the emotional intelligence concept. self-esteem; and 10) stress management (emotional intelligence measures). This assessment instrument enables to identify the connection between students’ emotional skills and their impact on academic capacity. Thus, have considered the main models of emotional intelligence, for the current research study, I have selected Xxxxxx and Xxx’s education-based approach to emotional intelligence. Interpersonal skills competency encompasses such abilities as an assertion, anger management, emotional skill, and anxiety management emotional skill (Xxxxxx and Low, 2011). The assertion is defined as a person’s capability to communicate their ideas in an appropriate friendly way so that they expose care and respect to others (Xxxxxx, Xxx and Xxxx, 2003, p.17). The anger management emotional skill includes such emotion as anger, which interferes in the success of relationships between peop...
Conceptual Framework. Audiovisual: Term that relates to the hearing and vision that is used separately or both at the same time. Audiovisual education: Method of teaching that use support related with the image and the sound like movies, videos, audios, CDs, among others. Critical capacity: it is an educational process that teaches to think and reasoning, to motivate the creativity, necessarily teach how to judge, that is to say, to give an approach, criteria or see the reality in a different way, to contribute with their own points of view and to contribute to the improvement and transformation of the social life. Digital age: new time of the information that takes us to the world of the internet by means of the use of computers and nets of information to carry out different activities that are part of our daily life. Modernity: it is the reflexive political possibility to change the rules of the game of the social life. Multimedia saloon: it is a room that has a wide range of means and materials that are good to enrich the process of our students' learning. Multipurpose saloon: they are those rooms where offer cultural activities as storytellers, exhibitions, chats, conferences, theater, shops, presentations and launchings of books, among others. Radio: device of communication that is based on sending signs of audio through waves. Resources: Methods or materials that are good to get what is sought, are available elements to solve a necessity. Self-learning: It is the way of learning by himself. It is a process of acquisition of knowledge, abilities, values and attitudes that the person either carries out by its own means on the study or the experience. Significant learning: it is the process for which an individual elaborates and detain knowledge (making reference not just to knowledge, but also to abilities, skills, etc.) based on previous experiences. Slides: graphic resource that can serve to present original pictures or copies of taken materials of any printed document.
Conceptual Framework. Begin to consider main alternatives (forms a basis for Phase 1 in Step 4) and produce a conceptual framework to clarify the main direct and indirect drivers of change that could have implications for waterbird populations.
Conceptual Framework. Challenges, Impacts and Opportunities
