The Role of Guidance and Counselling in Effective Teaching and Learning in Schools: The Cameroonian Perspective

Anyi, Einstein Moses Egebe

doi:10.20448/2003.11.11.15

Cited by 28 publications

(30 citation statements)

References 1 publication

(1 reference statement)

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“…21 Furthermore, regarding interpersonal relationship characteristics of nursing clinical educators, it was noticed that the participants provide positive perception. This finding in accordance with Moses (2017) who stated that knowledge and skill transition, which is at the focus education, based deeply on the interpersonal success of the educator. His/her interaction and communication successfully with patients, staff, and students is an important factor of his/her success.…”

Section: Discussionsupporting

confidence: 90%

“…He/ she struggles to continue her authenticity as individual and as a professional nurse. 22 Also, the study participants reported positive perception about their clinical educators in relation to evaluation of students. This finding in the line with Yeom (2016) who mentioned that evaluation of performance is also an significant part of the educator's role therefore educators support students to make the associations between theory and practice.…”

Section: Discussionmentioning

confidence: 86%

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The Relationship between Self-Confidence in Learning and Clinical Educators’ Characteristics by Nursing Students

Mohamed Abdelkader,

Abed El-Aty,

Abdelrahman

2021

IJONE

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Background: Student nurses need to building up self-confidence in learning in order to cope with the complex clinical situations. Individuals with self-confidence be certain of themselves to have the capability to manage a situation or provide nursing care in accurate, relevant and efficient method. Equipping student nurses to provide patients care in getting more complicated healthcare setting is a challenge face nursing instructor, self-confidence is one of the important determinants of successful learning. Objectives:The aim of the present study is to identify the relationship between Self-confidence in learning and clinical educators' characteristics by nursing students.Method: Correlation research design was utilized in the present study. A convenience sample of 179 nursing students was included in the study. The Nursing Clinical Teacher Effectiveness Inventory and Self-Confidence in Learning scale were used to collect the data. Results:The results of the study showed that the majority of study participants had high level of self confidence in learning. Also, the participants reported that their clinical educators had high level of teaching abilities, nursing competences, and personal traits. Moreover, significant positive relationship was existed between self-confidence in learning and clinical educators' characteristics. Conclusion:Self-confidence in learning is an essential goal in nursing education. Assessing clinical competence and investigating factors influencing it might be helpful in increasing Self-confidence of nursing students.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 86%

The Relationship between Self-Confidence in Learning and Clinical Educators’ Characteristics by Nursing Students

Mohamed Abdelkader,

Abed El-Aty,

Abdelrahman

2021

IJONE

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“…Therefore, from the two samples above (2) and 3, it can be identified that the indicator of restrictive appositive is the existence of the same unit of meaning which cannot be separated each other. In other words, the appositive becomes the definer of the anchor.…”

Section: Restrictive Appositive Vs Nonrestrictive Appositivementioning

confidence: 99%

Sense Relations in Restrictive Appositives

Gunawan¹,

Sari²

2019

ujer

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Restrictive appositives are constituents that cannot be separated from the anchor. However, this type of appositive can be analyzed both syntactically and semantically. In this article, syntactically, restrictive appositives are viewed from the two perspectives: the features and the construction. Semantically, restrictive appositives are viewed from the sense relations both syntagmatic and paradigmatic ones. Therefore, this research serves three aims: 1) to explain the features of restrictive appositives, 2) to analyse the construction of restrictive appositives, and 3) to explain the sense relations built in the anchor and appositive both in presentia relation (syntagmatic relation) and in absentia relation (paradigmatic relation). The data sources are taken from three English printed media: 1) daily news The Jakarta Post, 2) weekly magazine TIME, and 3) monthly magazine Reader's Digest. The Data are analysed through employing the method of qualitative research, that is, the method producing descriptive data, both written and oral data. To analyse such descriptive data, the distributional method of analysis with the following techniques is used: deleting, extracting, and intruding. The results indicate that: 1) restrictive appositives are full-strict, full-weak, partial-strict, and partial-weak, in features; 2) the appositional constructions, in which there are restrictive appositives, are formed on the noun-based constituents, namely noun phrase and noun clause both finite and nonfinite in nature; 3) the appositional construction has two sense relations, that is, syntagmatic and paradigmatic ones. By syntagmatic relation, appositional construction has syntactic linier relatedness. By paradigmatic relation, the constituents in the construction of apposition have sense closeness so as they are substitutable.

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“…The Guidance and Counseling service program in Senior High School is a process of providing assistance to students both individually and in groups in to achieve optimal levels of development and independence (Nkechi et al, 2018), based on the norms prevailing in the society. ( GC for the Guidance and Counseling).…”

Section: Introductionmentioning

confidence: 99%

Counseling Service Management in Efforts to Help the Potential Development of High School Students

Wening

Hasanah

2020

Rand. Inter. Social Sci. J.

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Management of guidance and counseling services means cooperation to determine, implement, and achieve the goals of guidance and counseling services by implementing planning, organizing, staffing, directing, and leadership and controlling. . Even though the guidance and counseling service program in schools was aimed at helping students to be able to develop optimally, the fact was that there are still many students who are afraid to go to the GC room just to consult with their GC teacher. It was because there is a negative stigma about GC teachers, namely for students.GC teachers were identical to judges at school because they tend to work to solve the problem of student behavior deviations in schools. This study used a qualitative method. The results showed that the process of guidance and counseling services in private schools in urban areas, the participants carried out several stages of activities as a unit of guidance and counseling service activities. These stages were as follows: (1) orientation stage, (2) planning stage. (3) the implementation stage, (4) the evaluation stage.

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The Role of Guidance and Counselling in Effective Teaching and Learning in Schools: The Cameroonian Perspective

Cited by 28 publications

References 1 publication

The Relationship between Self-Confidence in Learning and Clinical Educators’ Characteristics by Nursing Students

The Relationship between Self-Confidence in Learning and Clinical Educators’ Characteristics by Nursing Students

Sense Relations in Restrictive Appositives

Counseling Service Management in Efforts to Help the Potential Development of High School Students

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