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Deskundigheidsbevordering Module 4 kritisch denken deeltentamen 2 $11.88   Add to cart

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Deskundigheidsbevordering Module 4 kritisch denken deeltentamen 2

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Deskundigheidsbevordering Delier. 2e deeltentamen behorende bij Module 4 HBO-V deeltijd “Kritisch redeneren binnen het verpleegkundig proces”. Beoordeeld met een 8.5. Zie inhoudsopgave en inleiding voor uitgebreide inhoud. Didactische analyse (ontwerp) is in tabelvorm uitgewerkt. .. LET OP!...

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  • April 14, 2020
  • 12
  • 2019/2020
  • Exam (elaborations)
  • Unknown

13  reviews

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By: Mirjambakker • 2 year ago

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By: sannievg • 2 year ago

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Good luck with your own partial exam!

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By: annemarieguikema1973 • 3 year ago

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By: sannievg • 3 year ago

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Good luck with your parting exam. If you're on the Hanseatic, take a close look at the assessment criteria. If it's placed in a rubic, it's different from the one I had.

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By: sannievg • 3 year ago

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BE WARE! Source citation has been elaborated according to APA Guidelines 2nd Edition. Hanze University of Applied Sciences will work with the 3rd edition from school year 2021-2022! Quite a lot of changes have been made to this.

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By: sjieuwken • 3 year ago

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By: cathelijnb • 3 year ago

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By: sannievg • 3 year ago

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Good luck with your studies. Hope you get a little idea what the Hanseatic expects of you.

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By: thismullie • 3 year ago

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By: wilfriedevanderdoes • 3 year ago

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By: sannievg • 3 year ago

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Good luck with your partial exams!

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By: ilonadejong1980 • 3 year ago

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By: sannievg • 3 year ago

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Thank you for your stars. Good luck with your own report.

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Module 4
Kritisch denken



Deeltentamen 2:
Deskundigheidsbevordering




Naam
Studentnummer
Groep
Modulenummer
Datum
Examinator
Werkbegeleider
Werkplek
E-mail
Aantal woorden 2793

,INHOUDSOPGAVE
INLEIDING ............................................................................................................................................. 3
1. ANALYSE ........................................................................................................................................... 4
1.1 Context .................................................................................................................................. 4
1.2 Leerklimaat ............................................................................................................................ 4
1.3 Individuele en contextuele factoren ..................................................................................... 5
1.4 Knelpunt op de werkplek ...................................................................................................... 6
1.5 Achtvelden instrument .......................................................................................................... 6
1.6 Onderwerp en vorm deskundigheidsbevordering ................................................................ 7
2. ONTWERP ......................................................................................................................................... 8
3. EVALUATIE ...................................................................................................................................... 10
3.1 Procesevaluatie ................................................................................................................... 10
3.2 Productevaluatie ................................................................................................................. 10
3.3 Follow-up ............................................................................................................................. 10
3.4 Conclusie ............................................................................................................................. 10
4. REFLECTIE ....................................................................................................................................... 11
LITERATUURLIJST................................................................................................................................ 12

, INLEIDING
Dit verslag is geschreven vanuit de opdracht “Deskundigheidsbevordering”. Daarbij staan de Canadian
Medical Education Directions for Specialists (CanMEDS) rollen Zorgverlener en Reflectieve EBP-professional
met daarbij behorend kernbegrip ‘deskundigheidsbevordering’ centraal zoals beschreven in het
opleidingsprofiel Bachelor of Nursing 2020 (Lambregts, Grotendorst, & Van Merwijk, 2015).

“Het tonen van actief en kritisch gedrag om de verpleegkundige deskundigheid van zichzelf en anderen op
peil te brengen en houden en het actief bijdragen aan het zoeken, ontwikkelen en delen van nieuwe
(vormen van) kennis” (p. 30).

Op methodische wijze zal deskundigheidsbevordering omschreven en uitgevoerd worden voor team *.*,
hierna te noemen medewerkers, die professionele verzorging en verpleging bieden aan patiënten in de
palliatieve zorg. In samenspraak met verantwoordelijk wijkverpleegkundige (tevens werkbegeleider) en
medewerkers is gekozen voor het onderwerp delier met als doel het vergroten van kennis om de kwaliteit
van zorg te verbeteren.

“Een delier is een toestandsbeeld dat in korte tijd ontstaat (uren tot dagen), waarbij het bewustzijn
wisselend gestoord is en de patiënt vaak verward is” (Integraal Kankercentrum Nederland [IKNL],
2010, p. 2).




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