Introduction to Skills Practice
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Skills Practice sentence examples within Literacy Skills Practice
The objectives of the study were twofold: (1) to determine the information literacy level among final year students, and (2) to gain a broader understanding of information literacy skills practices in Botswana high schools.
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A checklist of literacy is an instrument used to analyze literacy skills practice by teachers.
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Skills Practice sentence examples within Technical Skills Practice
The one-hour telesimulation session was delivered by an experienced instructor and broadcasted via Cisco Webex for groups of 2–3 participants, covering all elements of the neonatal resuscitation algorithm and including deliberate technical skills practice.
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Technical skills practice: Repeated practice of the skill took place in the simulation laboratory where students applied their anatomical knowledge of structures to performing the learned core skills on a simulator.
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Skills Practice sentence examples within Clinical Skills Practice
We had included clinical skills practice in anatomy labs on an intermittent and variable basis.
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Background The acquisition and assimilation of knowledge through history-taking and clinical skills practice are core aspects of training for medical students.
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Skills Practice sentence examples within skills practice session
CONCLUSIONS
This 2-hour communication skills practice session for general surgery residents was feasible, and it improved resident self-assessment of preparedness in communication and augmented self-directed skill practice.
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Postgraduate year (PGY) 2 general surgery residents and PGY 1-3 veterinary surgery residents participated in monthly joint surgical skills practice sessions.
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This online practice consisted of computer-based simulation practice, computer-based nursing skills practice, video and educational material production, real-time online quiz, online lecture video, and discussion.
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On the basis of systematizing basic theoretical issues on practicing time management skills for freshmen in pedagogical universities; surveying and evaluating the situation of practicing time management skills for freshmen in two pedagogical universities and two pedagogical colleges, the authors propose five measures to practice management skills time for first-year students in pedagogical universities, which include: Focusing on organizing refresher activities, raising their awareness about the importance of time management skills; developing time management skills practice activities for them in the University Skill Club; attracting students to participate in Youth Union and Association activities; testing and evaluating the results of practicing freshmen’s time management skills on a regular basis.
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The upper limit is reached when instructors are unable to correct participants' errors during skills practice.
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Curricular interventions included brief didactic sessions and small group skills practice in a classroom setting followed by direct clinical observations and feedback in the primary care clinic.
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The one-hour telesimulation session was delivered by an experienced instructor and broadcasted via Cisco Webex for groups of 2–3 participants, covering all elements of the neonatal resuscitation algorithm and including deliberate technical skills practice.
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Specifically, personal narratives were incorporated to promote individuation and decrease implicit bias, relationship-centered skills practice to improve communication across differences, and mindfulness skills to help respond to bias when it occurs.
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Objectives The aim of this study was to explore factors that motivate students to engage in skills practice in a laboratory setting, and to identify their motivation types and the regulatory styles.
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The newly designed course given to the intervention group was reconstructed and disassembled into four components according to the simulation-based mastery learning model, which were baseline test, interactive learning, basic skills practice, and reflective learning.
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Suggestions for improvement included more case-based learning, skills practice, and simulation.
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(2) the training method used is the imitation method where the trainees imitate the skills practiced by the trainer; (3) There is a difference between the practice of wood carving vocational training in the past and the present due to changes in the lives of the people of Kete Kesu.
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A skills practice laboratory was implemented utilizing a self-learning methodology while adhering to social distancing guidelines.
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However, it is unclear how the skills practiced by these challenges match formal cybersecurity curricula defined by security experts.
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Most participants (n = 32, 84%) rated the session as excellent and the small-group practice as most useful (n = 16, 42%), but many (n = 26, 69%) wanted more skills practice.
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In this paper, the application scenarios and quality assurance of augmented reality medical education are combed, and it is found that augmented reality can be used for knowledge and case presentation, operative skills practice and evaluation feedback, and XR system quality is influenced by technology, resources and instructional design, which helps medical educators make the most of the advantages of augmented reality technology to carry out teaching so as to improve the acceptance of educational application of augmented reality technology.
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The objectives of the study were twofold: (1) to determine the information literacy level among final year students, and (2) to gain a broader understanding of information literacy skills practices in Botswana high schools.
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Training that is interactive and provides skills practice can have sustained impact on practice.
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36 (100%) of the nurses showed incompetent skills practice and having scores from 0 to 13.
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We examined possible relationships between
depression severity, age, Hispanic/Latinx background, and their interactions
with engagement, as measured by attendance rates, self-reported motivation, and
at-home skills practice.
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Objectives The aim of this study was to examine the processes in place to evaluate and track the procedural skills practices of Emergency Medicine attending physicians at academic institutions in the US.
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The workshop included addressing barriers to feedback specific to fellowship, tool and skills for feedback exchange, and case-based skills practice specific to scenarios seen in each subspecialty fellowship program.
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We used a webinar followed by VIP skills practice, using supplies shipped to participants’ homes.
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To help professionals assess the factors affecting a child’s development into environmental factors, biological factors, interpersonal relationships, and early environments and experiences that identified in contributing to growth, brain, emotional, social developments at early childhood are the GM, FM, RL, EL, and PS motor skills practices with the DSPM for Thai’s children are also more likely to have health problems all child ages with the knowledge and skills.
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While games may help to support skills practice and attitudinal change, the game creation process itself may also be effective in enhancing empathy and compassion for other people.
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PURPOSE
The purpose of this exploratory case series was to describe the outcomes for both a child-learner and a child-peer after a single manual wheelchair (MWC) skills training session involving child-based peer training techniques, followed by related home-based skills practice.
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Physical Education teachers should provide enough time for skills practice so that most of their students will have greater chances of obtaining higher ratings in their practical exams.
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Initial research results are the interview instruments and guideline reviewed by experts consist of 1) local potential resources, 2) selection of basic skills type in schools, 3) availability of equipment and materials for skills practice, 4) school resources, 5) support the parties to the implementation of skills learning, and 6) the process of learning skills.
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We had included clinical skills practice in anatomy labs on an intermittent and variable basis.
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This study, by presenting a pedagogical case, explores the application of the online ICC training model, and focuses on how the online teaching can be established at the four teaching stages, namely, attitude development, knowledge construction, skills practice, and reflection.
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Conclusions and implications for practice: Clinicians require adequate time, space and support to achieve improvements When engaged with active learning and participatory approaches, clinicians make better use of meetings to develop and form principles of practice relevant to their clinical context and patient groups Engaging in person-centred practice development processes enables clinicians to develop transferable skills Practice development methods can be readily replicated for initiating and engaging clinicians in other practice-driven development projects.
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In today’s world, where the need for lifelong learning has been assumed and technologies have come to play a relevant role, education is doomed to rethink its objectives in the training of a professional in education, with skills practices, knowledge, motivation, ethical values, attitudes, emotions and the incorporation of the concept of digital competence to achieve effective action in the face of the growing demands of societies and new socio-cultural guidelines.
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With the exponential growth of health-related data and the impact of HIT on work-life balance, it is critical for students to get early EHR skills practice and understand how EHR’s work.
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Existing teaching approaches omit opportunities for application and skills practice.
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These include job-focused training; evaluating interventions; the use of internal versus external training providers; the role of leaders; unit cohesion, single versus multiple session psychological interventions; not overgeneralising the applicability of interventions; the need for repeated skills practice; raising awareness and the fallibility of screening.
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Participants identified four components that underpinned program impact: key content, skills practice, group processes, and facilitator support.
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Students in the study were randomly assigned to either training as usual (TAU), which included pre-coursework videos, in-person didactic instruction, and role-plays, or the experimental condition (EXP), consisting of TAU plus access to self-paced SBIRT skills practice using OPS by SIMmersion.
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The training was designed and offered through 30% of the time for modified lectures, 20% of the time on skills demonstration and return demonstration using models and Mankins in the training hall and 50% of the time for supervised skills practice at a health facility and community settings.
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Thematic analysis of the data indicated the educators to consider the following important to their implementation practices: knowledge and skills practices in guidance and counselling; training in basic counselling skills; and motivation to effectively implement LSE.
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ConclusionsDesignating practice coordinators to lead their peers in simulator-based practice led to more consistent skills practice within frontline health facilities.
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The results of the first year's research, in the form of interview instruments and guidelines that have been reviewed by experts consist of 1) local potential, 2) basic selection of skill types in schools, 3) availability of equipment and materials for skills practice, 4) resources at school, 5) support the parties to the implementation of skills learning, and 6) the process of learning skills.
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The discussion showed that NVC skills practice among teachers in the virtual classrooms can be applied with knowledge of the subject content itself, exceptional basic pedagogical skills and technology support.
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However, while dose of primary intervention session delivered was acceptable, dose of follow-up sessions used for skills practice was low.
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CONCLUSIONS
This 2-hour communication skills practice session for general surgery residents was feasible, and it improved resident self-assessment of preparedness in communication and augmented self-directed skill practice.
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CONCLUSIONS
A high level of compliance was achieved with requested skills practice and video documentation of performance.
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Counseling skills practice often involves role-plays, standardized patients, or practice with real clients.
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Postgraduate year (PGY) 2 general surgery residents and PGY 1-3 veterinary surgery residents participated in monthly joint surgical skills practice sessions.
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Four physicians and 9 midwives/nurses completed the HBB training package which included bag valve mask ventilation skills practice, 1 to 1 scenario drills, lectures emphasizing the importance of the Golden minute to ventilate, hypothermia awareness and assessment heart rate with consideration of continued resuscitation.
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Providers found the Mama-U model to be a useful tool for client counseling as well as training and skills practice, and clients agreed.
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Results The following five main themes were identified: ‘exciting but daunting’ reflected the mixture of excitement and anxiety in intervention training and delivery; ‘skills practice and demonstrations were essential’ captured the value of learning and practising together, even though the process could be uncomfortable; ‘an individual approach to a standardized intervention’ showed how tutors negotiated adherence to the manual with delivery using their own words; ‘becoming a better practitioner’ described how participation enhanced tutors’ wider clinical practice; and ‘pragmatic and flexible’ highlighted practical adaptations to facilitate training and intervention roll out.
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Despite the fact that treating patients with life-threatening illnesses necessitates providing EOL care at some point, formal training and skills practice is not a routine part of pediatric subspecialty training.
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The findings showed that the overall 21st century skills practiced by the students were at a high level.
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The remote delivery phase comprised of weekly phone calls and daily text messages to enhance mood monitoring and skills practice reminders.
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In this open trial, we identified longitudinal trajectories of parents' participation across all service formats over the course of a full school year using latent class growth models, then examined group differences in baseline child and family characteristics, participation in specific service formats, and parenting skills practice across the year.
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This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware.
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This included condom and lubricant information and condom application skills practice.
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A checklist of literacy is an instrument used to analyze literacy skills practice by teachers.
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This paper makes an empirical study on the small and micro entrepreneurial ability of higher vocational students, and finds that their entrepreneurial ability is composed of skills practice ability, opportunity development ability, entrepreneurial operation ability and failure handling ability.
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This study was carried out in the Jakarta State University teaching skills practice unit, schools were used as training schools, regional education offices, and Jakarta State University.
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It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities.
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Technical skills practice: Repeated practice of the skill took place in the simulation laboratory where students applied their anatomical knowledge of structures to performing the learned core skills on a simulator.
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The goal of this study is to determine the degree of leadership skills practiced by principals at UNRWA schools.
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The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities.
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Background The acquisition and assimilation of knowledge through history-taking and clinical skills practice are core aspects of training for medical students.
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Objectives The objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings.
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A structured and surgeon-specific reentry program focusing on both cognitive and procedural-related skills is necessary, enhanced through inanimate simulation, specific live tissue/cadaveric skills practice/assessment, and cognitive/mental skill scenario training followed by or in parallel to supervised clinical reintegration.
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The program also included weekly parent group training sessions, home missions (skills practice tasks) and weekly tip sheets that informed school staff about the skills that children were learning, and how they could support them in applying these skills in the classroom and playground.
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