01030nam0 2200301 450 00003099720130215130106.084-376-0065-020120228d1982----km-y0itaa50------baspaESCleopatra PérezJosè Ortega Munillaeditión de Juan Ignacio FerrerasMadridCatedra198219518 cmLetras Hispànicas402001Letras Hispànicas40Munilla,Josè Ortega757709Ferreras,Juan IgnacioITUniversità della Basilicata - B.I.A.REICATunimarc000030997Cleopatra Pérez1529127UNIBASLETTERESTD0730020120228BAS011034STD0730020120228BAS011039MDL0020130215BAS011301BAS01BAS01BOOKBASA1Polo Storico-UmanisticoGENCollezione generaleFP/1725117251L172512012022802Prestabile Generale03445oam 2200589Ia 450 991015899230332120211215042326.00-429-25533-01-4987-5733-210.1201/b21130 (CKB)4340000000012358(MiAaPQ)EBC4785178(OCoLC)951460414(OCoLC)858690791(OCoLC-P)858690791(FlBoTFG)9780429255335(EXLCZ)99434000000001235820130920d2010 uy 0engurcnu---u||||txtrdacontentcrdamediacrrdacarrierNursing and informatics for the 21st century an international look at practice, education and EHR trends /HIMSS ; edited by Charlotte A. Weaver [and others]Second edition.Chicago, IL Healthcare Information and Management Systems Society©20101 online resourceHIMSS book series"Multi-user access.""Leased title.""Edited by Charlotte A. Weaver, Connie White Delaney, Patrick Weber, Robyn L. Carr."0-9821070-4-8 section 1. Revolutionizing nursing : technology's role / Charlotte A. Weaver -- section 2. Nursing education and IT / Connie White Delaney -- section 3. Innovation through applied informatics / Patrick Weber -- section 4. EHR initiatives across the globe / Robyn L. Carr -- section 5. The near future and nursing / Charlotte A. Weaver.With the first look at how and why information technology is evoking revolutionary changes in nursing at every dimension, this book chronicles the huge historical shift occurring in nursing linked to the explosion of electronic health record (EHR) national strategies and health policies occurring around the world. Edited by Charlotte A. Weaver, PhD, RN; Connie White Delaney, PhD, RN, FAAN, FACMI; Patrick Weber, MA, RN and Robyn L. Carr, RGON, this book presents a thoughtful examination of nursing practice, professionalism, education and new executive leadership roles against the backdrop of informatics. While the book's primary benchmark is the development and status of nursing in the U.S., there are in-depth and richly descriptive contributions from over 17 countries and 84 international authors. Capturing the nursing revolution that is being driven by the massive infusion of information technology into healthcare, the book features 30 case studies that draw from the best innovative work occurring across the four corners of the world, allowing for comparisons across industrial, developed and developing nations.Nursing and informatics for the twenty-first centuryNursingData processingNursing informatics21st centuryInformation storage and retrieval systemsNursingNursingData processing.Nursing informaticsInformation storage and retrieval systemsNursing.610.730285Weaver Charlotte AedtDelaney Connie WhiteedtWeber PatrickedtCarr Robyn LedtOCoLC-POCoLC-PBOOK9910158992303321Nursing and informatics for the 21st century2880091UNINA05056nam 2200625 450 991081554880332120230721042544.01-4522-9752-5(CKB)3710000000456864(EBL)1650897(OCoLC)922907335(SSID)ssj0001530223(PQKBManifestationID)12519405(PQKBTitleCode)TC0001530223(PQKBWorkID)11523684(PQKB)11716228(MiAaPQ)EBC1994116(EXLCZ)99371000000045686420150822h20072007 uy 0engur|n|---|||||txtccrAssessing teacher competency five standards-based steps to valid measurement using the CAATS model /Judy R. Wilkerson, William Steven Lang ; foreword by Richard C. Kunkel ; acquisitions editor Faye Zucker ; cover designer Audrey SnodgrassThousand Oaks, California :Corwin Press,2007.©20071 online resource (408 p.)Description based upon print version of record.1-4129-4119-9 Includes bibliographical references and index.""Cover""; ""Contents""; ""List of Abbreviations and Acronyms""; ""List of Tables, Figures, and Boxes""; ""A Step-by-Step Guide to Competency Assessment Aligned with Teacher Standardsâ€?The CAATS Model for Improved Teacher Assessment""; ""Foreword""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Chapter 1 - Expectations and Options for Accountability and Teacher Assessment""; ""The Challenge f rom the National Commission on Teaching and Americaâ€?s Future""; ""Title II of the Higher Education Act Amendments of 1998""; ""No Child Left Behind (NCLB) Legislation""""National Research Councilâ€?The Committee on Assessment and Teacher Quality""""What a Few Others Have Said: A Brief Review of the Literature on Testing and Licensure""; ""Standards: The Road Map to Accountability and Scientifically Based Performance Assessment""; ""The Principal Sets of Standards Governing our Work ""; ""National and State Pedagogical and Content Standards""; ""Unit Accreditation and Operational Standards""; ""Technical Standards for Measurement of Teacher Competency""; ""Some Major Threats to Validity in Most Current Assessment Systems""""Conceptual Frameworks: Pulling it all Together""""NCATE Standards""; ""INTASC Principles: Where NCATE and AERA, APA, and NCME Standards Converge""; ""Making Sense of Conceptual Frameworks""; ""Our Conceptual Framework: What We Value""; ""Assessment Options""; ""Records of Training Completed""; ""Tests and Exam Scores""; ""Observations of Performance""; ""Portfolios of Assessable Artifacts""; ""Job-Related Tasks and Work Sample Products""; ""Kâ€?12 Student Work Samples""; ""Wrap-Up""; ""Activity #1.1: Whatâ€?s Happening in Your State and School?""""Activity #1.2: Questionnaire for Faculty Views on Competency Assessment""""Activity #1.3: Assessment Belief Scaleâ€?Beliefs about Assessment""; ""Activity #1.4: Assessment Options""; ""Chapter 2 - Portfoliosâ€?To Be or Not to Be? That is the Question!""; ""The Portfolio: Panacea or Pandoraâ€?s Box?""; ""Portfolios as Certification â€œTestsâ€?: Lessons from Standards and History""; ""Assessment Illiteracy, Paradigm Shifts, and Conflicting Purposes""; ""The Conflict of Formative vs. Summative Assessment""; ""The Conflict of Program Approval vs. Accreditation""""The Conflict of Regulatory vs. Professional Perspectives""""The Conflict of Freedom vs. Accountability""; ""The Conflict of Constructivism vs. Positivism""; ""Recommendations for Use of Portfolios in Accountability Contexts""; ""Ten Recommendations for Assessment System Design""; ""A Recommended, Standards-Based Model""; ""Overview of Competency Assessments Aligned with Teacher Standards (CAATS) Model""; ""CAATS Step 1: Define Purpose, Use, Propositions, Content, and Other Contextual Factors""; ""CAATS Step 2: Develop a Valid Sampling Plan""""CAATS Step 3: Create or Update Tasks Aligned with Standards and Consistent with the Sampling Plan""This comprehensive five-step model for measuring teacher knowledge and skills helps teacher educators and school administrators prepare fair, valid, and reliable assessments of teacher performance.TeachersCertificationUnited StatesTeacher effectivenessUnited StatesTeachersCertificationTeacher effectiveness379.157Wilkerson Judy R.1711373Lang William StevenKunkel Richard C.Zucker FayeSnodgrass AudreyMiAaPQMiAaPQMiAaPQBOOK9910815548803321Assessing teacher competency4102643UNINA