Why don't we prove results in social research Essay

Why don't we prove results in social research - Essay Example However, it is different from scientific research. In order to prove the results of research there are certain elements that must exist. In science, the basic research elements are observation, description, prediction, control, falsification, and causal explanation. Descriptions should be reliable and repeatable. In social research, however, if the same study were conducted by another researcher in another place, the descriptions would not be the same. This is also true of falsification. Falsification is the ability to rule out all other possibilities, rather than merely accepting the results. Since humans are unique in nature, the chances of disproving the results of many social research cases by conducting another study using different subjects would be strong. Instead of looking to rule out possibilities, a social researcher looks to find all the possibilities that explain a certain behavior. In addition, as societies grow and change, the results of social research will also continue to change. The social sciences are not concrete like the natural sciences. They are evolving. They rely on interpretations and ideas, rather than hard facts. For these reasons, social research is not something that can be proved. It is very important that social research methods take measures to maintain a level of trust between the research

Role of the Mentor When Evaluting Student Learning Essay

Role of the Mentor When Evaluting Student Learning - Essay Example The NMC values the experiential knowledge borne by mentors as a way of enhancing the professional and clinical expertise development of the student nurses; hence the decision to formalise and clearly define mentorship. In 2008, the NMC published a mentorship code specifying the importance of mentorship programs in supporting the needs of student nurses in terms of professional development (NMC 2008). The formal roles of mentors according to the NMC involve guiding students in the multidisciplinary clinical environment to ensure seamless transfer once they are finally ready to join the clinical setting (Kinnell and Hughes 2010). The mentors also assess the learning undertaken by the student nurses. Hence, they are indispensable in the evaluation of student nurses. The Roles of Mentors According to the NMC (2008), the mentor helps the students to identify and achieve the learning objectives of the clinical placement. Through experience and the training they have undertaken, mentors are in a position to guide the student through learning requirements during the placement. This involves explaining the learning objectives and ensuring the student nurses are aware of the learning outcomes. After helping students to understand the learning objectives, the mentors then ensure that the desired learning activities take place. This is through activities such as coordinating the learning needs of the students- for instance, through helping them to draw learning timetables. They also ensure students’ comprehension through linking the theory already borne by the students with what is now practiced. Another way to achieve this is through encouraging reflective practice on... This essay approves that the mentor has influential responsibilities in the experiential and professional development of a student nurse. This can be seen in the mentor’s role in helping establish learning objectives and achieve them through guidance and establishing the right environment for learning. Besides this, the mentor is a hugely influential figure in the student’s assessment. Formal or informal continuous assessment involves the mentor actively engaging the student on a day-to-day basis. On the other hand, intermediate interviews provide for formal assessment. They are a landmark in the student’s clinical placement experience during which the student’s progress can be established. Aspects of such evaluation involve establishing whether the student is able to link theoretical knowledge with practice and evaluation of their professional development. This paper makes a conclusion that critical analysis of the intermediate interview form of assessment reveals that it is highly significant in re-focusing the student towards the learning objectives or action plan. It also offers a chance for the mentor to provide relevant feedback to the student to help with the rest of their development. On the flipside, it is a one off activity, which if unaccompanied by continuous assessment may result in incorrect evaluation of the student. The conclusion is that mentors play a hugely influential role in intermediate assessment.