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António Unza Master of Science Industrial Engineering Angola |
Nelson Fernando Alberto Master of Business Administration Business Management Angola |
Dawn Michelle Thomas Doctor of Business Administration Business Administration Antigua and Barbuda |
Mbaiornom Rohity Israel Doctor of Philosophy Public Health and Nutrition Chad |
Guillermo Andrés Díaz León Doctor of Physical Activity PhysicalEd., Health and Physical Activity Chile |
Elizabeth Lorena Durán Araneda Doctor of Philosophy Education Chile |
Gabriel Arturo Flores Rozas Bachelor of Economics Economics Chile |
Sebastián del Carmen Baeza Baeza Bachelor of Science Psychology Chile |
Carlos Miguel Quintero Sánchez Bachelor of Business Administration Business Administration Colombia |
Erik Nicolas Orjuela Sierra Bachelor of Science Systems Engineering Colombia |
Leonela del Pilar Garcia Lobo Bachelor of Business Administration Business Administration Colombia |
Sandra Elena Garcia Tirado Bachelor of Business Administration Business Administration Colombia |
Carlos Moises Jaramillo Robles Bachelor of Business Administration Commerce Colombia |
Alvaro Antonio Colunge Benavides Doctor of Business Administration Business Management Colombia |
Arístides Ramón Peralta Doctor of Mathematics Mathematics Dominican Republic |
Karina Almonte Inoa Bachelor of Social Communication Journalism Dominican Republic |
Alina María Ramírez Martínez Bachelor of Legal Studies Contemporary Legal Systems Dominican Republic |
Lucila M. Del Rosario Romero Doctor of Psychology Human DevelopmentPsychology Dominican Republic |
Efren Alvarado Bachelor of Business Administration Economics Ecuador |
Jeann Oswaldo Paladines Tobar Bachelor of Science Political Science Ecuador |
Gonzalo Fernando Cevallos Piloso Bachelor of Science Systems Engineering Ecuador |
José Israel Ábrego De Paz Bachelor of Marketing Marketing El Salvador |
Raharivelo Lydia Razafinasandratra Master of Business Administration Business Administration Equatorial Guinea |
Angus Sebastian Modeste Master of Science Public Health Grenada |
Cecilia Jeaneth Cano García Bachelor of Business Administration Management Guatemala |
René Eduardo Cordón Ramírez Bachelor of Education Teaching English as a Second Language Guatemala |
Douglas Jonatan Ibarra Chacon Bachelor of Science Information Technology Guatemala |
Ana Beatriz Flores Herrarte Bachelor of Science Psychology Guatemala |
Maricarmen Anguiano Araujo Bachelor of Business Administration Management Guatemala |
Roshan Khan Bachelor of Arts Human Development Guyana |
Issis Arleth Gómez Echeverría Bachelor of Management Human Resources Management Honduras |
Efraín Orlando Aguilar Zelaya Bachelor of Human Resources Human Resources Honduras |
Naomi Alethia Pottinger Doctor of Philosophy Educational Leadership and Administration Jamaica |
B. Dennis Saah Bachelor of Science Nutrition Liberia |
François Wangraoua Doctor of Philosophy Healthcare Administration Madagascar |
Marie Rachëlle Cheryle Astruc Master of Literature French Literature Mauritius |
Jorge Andrés Bdil Kanas Bachelor of Security Risk Management Crime and Terrorism Prevention Mexico |
Norma Suárez García Master of Psychotherapy Couple Therapy Mexico |
Makanja Brito Simango Bachelor of Science Computer Science Mozambique |
Anzaku, Peter Joseph Bachelor of Science Public Health Nigeria |
Zakka Ledkwi Yakubu Doctor of Science Accounting Nigeria |
Anzaku, Peter Joseph Post-Doctorate of Science Public Health Nigeria |
Enalebor Wisdom Onuwahagbe Bachelor of Science Business Administration and Management Nigeria |
Obadoyin, Sola Joseph Doctor of Science Construction Management Engineering Nigeria |
Fidelis Ikokwuadim Agwulonu Doctor of Science Information Systems Nigeria |
Guillermo Antonio Sánchez Doctor of Education Information Systems Panama |
Elsida Barreto Santacruz Doctor of Business Administration Business Administration Paraguay |
Reyna Vilma Alca Mendoza Bachelor of Science Political Sciences Peru |
Elvis Tani Chuquimango López Bachelor of Science Civil Engineering Peru |
Ely Janitza Ivette Santiago Toledo Bachelor of Social Work Social Work Puerto Rico |
Syed Mukith Ur Rahaman Certificate of Education Quality Management in Higher Education Saudi Arabia |
Santigie Bangura Bachelor of Science Accounting Sierra Leone |
Amir Singh Doctor of Science Psychology Singapore |
Mohamed Omar Samatar Master of Public Administration Project Management Somalia |
Sheila Mandinde Bachelor of Education Education South Africa |
Alfred Juma Michael Jombo Bachelor of Science Electrical Engineering South Sudan |
Alex David Mhagama Doctor of Philosophy Computer Science and Information Security Tanzania |
Ahmet Koyunoglu Bachelor of Science Business Administration Turkey |
Abdulhakim Dündar Bachelor of Arts Business Administration Turkey |
Gürol Mumcu Bachelor of Arts Business Administration Turkey |
Melikhan Arslan Bachelor of Science Electronics and Communication Engineering Turkey |
Nurettin Doğanay Bachelor of Arts Business Administration Turkey |
Florence Grace Adongo Doctor of Business Administration Business Management Uganda |
Julio Cesar Piña Sanchez Bachelor of Science Electrical Engineering USA |
Fanfan Joseph Doctor of Philosophy Education USA |
Angélica Susana Traubeck Bachelor of Business Administration Business Administration USA |
Pedro A. De Leon Rivera Bachelor of Science Psychology USA |
William Scott Wilson Doctor of Philosophy InternationalRelations USA | Jamaldeen Ibrahim Issah Master of Science Accounting and Finance USA |
Lenid Clark Bachelor of Business Management Business Management USA |
Rita C. Barreto Ramos Doctor of Philosophy Education USA |
Kasongo Chalwe Bachelor of Science Civil Engineering Zambia |
Dr. Norberto Delgado Colón Doctor of Science Neuropsychology USA |
Rosendo Enrique Huerta Mendoza Doctor of Project Management Project Management Venezuela |
Mponela Elliot Michael Master of Business Administration Finance Zambia |
Norman Musengeraho Bachelor of Business Administration Business Administration Zambia |
William Ngoma Bachelor of Business Administration Business Administration Zambia |
Yvonne Kashangura Bachelor of Commerce Finance and Banking Zimbabwe |
Foster Nyasha Master of Science Intelligence Services Zimbabwe |
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3. Data analysis
and results
Data analysis entails categorizing, ordering manipulating,
and summarizing the data, and
describing them in meaningful terms (Brink et al, 2013)
and therefore themes and
sub themes were obtained by
means of data analysis. The
researcher follow the following steps during the focus
group data analysis. Data were
analysed by qualitative content
analysis, after each focus group
discussion, debriefing done
immediately after each focus
group discussion with the
researcher assistant listening to
the audio record and transcribing, and notes were taken
about the process, non-verbal
communication and gestures
of the participates. Then three
levels of coding were selected
for coding of data.
Level 1 coding, the researcher and his assistant examined
the data line by line and made
codes from the language of the
participants.
Level 2 coding, the researcher compared the coded
data and categories were created after clustering the coded
data resulted from condensing
the level coding.
Level 3 coding, a central
theme was derived from the
categories that emerged during coding.
The participants consist
of thirty nursing students in
their third year of study, aged
from 20 to 28 years. 18 (60%)
were female between the age
of 20–27 years of age and
12 (40%) were male between
the age of 21–28 years of age.
After qualitative analysis of
the focus group discussion on
the challenges experienced by
the nursing students in clinical practice the main the five
themes emerges: (See Table 1)
4. Discussion
The study revealed that
there are challenges experienced by the nursing students in clinical settings. This
challenges negatively affects
their clinical learning, lack
of equipment, supplies, and
shortages of nursing staff, lack
of supervisions are among the
top challenges in public health
facilities in Kavango region.
There are some similarities between the findings of this study and other reported
studies in southern African
countries such as Botswana
and Malawi, and this confirmed that some of the challenges experienced by nursing
students at RHTC is not only
unique to our facility but general in nursing education.
THEMES
3.1.1 Initial clinical practice experience
3.1.2 Clinical supervision
3.3.3 Theory and practice gap
3.3.4 Insufficient recourses and equipment’s
3.3.5 Lack of respect and understanding
SUB-THEMES
3.3.1.1 Good and exciting learning
experience
3.1.2.1 Insufficient clinical supervision
3.3.2.2 Inadequate prop
4.1 Initial clinical
practice experience
From Marian University
(2013) one student wrote in
a blog about her first clinical
experience that it was a nerve
wrecking, she indicated that
to do vital signs and listening
through stethoscope was not
so difficult and she also specified that she met some nurses
in practical area that are very
kind and easy to work with,
but some have poor communication skills. In the journal of
clinical nursing (2014) indicated that nursing students
with some knowledge of the
work place normally adapt
better and they don’t experience anxious much as the first
timers. Hughes et al, (2013)
stated that allocating students
from different levels to work
together encourage peer group
support and learning. Paring
student with one who have
previous experience decreases
the anxiety and discomfort
from the learner at the same
time provides opportunity to
the more experienced student
to compare and contrast the
clinical settings.
4.2 Clinical supervision
The students mostly mentioned that they were left alone
without proper orientation and
expected to carry out some
procedures supposed to be done
by qualified health professional,
thewere left without anyone to
supervise them especially at
clinics and health centres.
The literature advocates
that clinical nurse supervisors
should demonstrate role model
to students by mentoring to
facilitate nursing learning.
Clinical instructor take a role
of supervising and not only
evaluating nursing students in
clinical practice.
4.3 The theory
and practice gap
The literature indicated that
there is indeed a gap between
theory and practice (Akram et
al., 2018) identified that, there
is quite evidence that gap’s
phenomenon does exist and
has its strengths as well as are
that can be improved.
Scully (2010), suggested that
teaching methods and the
responsibility of the student
underpin the development
of competency in nursing
and it play a role in bridging
the theory and practice gap.
Developing a sustainable approaches to enhance clinical
learning environment experience for nursing students
is an international concern,
(Newton et al., 2012).
4.4 Inadequate recours- es and equipments
Conducive environment and
adequate recourses at clinical
practice, have direct influence on the student learning
and determine their opinion if
the particular clinical area is
appropriate for their clinical
practice and teaching (Chaun,
Barnett. 2012).
4.5 Lack of respect
and understanding
Lack of communication and
understanding between nurse
educator and the nursing
students it affects negatively
the clinical learning and make
clinical practice less effective. (Chaun, Barnett 2012). In
nursing profession a special
level of knowledge, skills, and
personal characteristics are
the most necessity to prepare
them to enter into working
environment in different time
intervals (Magnussen, Amundson. 2003)
5. Recommendation
This study reveals
challenges that nursing students in public health facilities in Kavango east region
encounter during clinical
practice. The research findings
mainly show poor resource
clinical setting, if clinical
teaching role and airy attitudes which some nurses’ display toward nursing students
are not taken care of, then
negative attitudes of nursing staff toward patients and
clients would not improve.
There is a need for concerted efforts by education
institution that train nurses
and health care providers
facilities and to come together in order to improve and harmonize clinical nursing
education in Namibia.
The research findings in
this study support the critical
role of clinical learning and
the integration of the theory
education to practice. If the
enhancement of learning in
clinical practice has to be realized, the following recommendation the researcher believes
should be implemented;
• Counselling and debriefing
of nursing student should
be considered on regular
basis to students identified
with anxiety during clinical placement. Preclinical
orientation conference to
prepare nursing students
before initial allocation to
clinical areas.
• Lecturers and clinical
instructors should update
themselves on the latest practice in the clinical
fields by allocated to clinical
practice with particular
procedures in log book and
required hour to fulfil.
• Teaching health facilities
managements should compelled to provide necessary
equipments and make resources available for nursing
students to utilize.
• Further research to be conducted on how to enhance
professional socialization of
nursing students and on how
best the health educators
can assist nursing student in
clinical practice to achieve
their gaols and potentials.
Furthermore, the findings of
this study would help nurse
educators to come up with
strategies and programmes to
enhance efficiency in clinical teaching and guide policy
makers to develop new structures for management and
support nursing students.
Acknowledgements
Special thanks to my wife
Paulina Tashiya Shingelendu–Egodhi for the love, care
encouragement and support
throughout my study from the
start and my entire family and
friends for their unconditional
support that I receive in many
ways, thanks to you all.
The End
REFERENCES.
1. Akram A S, Mohamad Al, & Akram S (2018) Gap between theory
and practice in the Nursing education: the role of clinical setting. (PDF) JOJ Nursing
and Health Care. Retrieved 24 September 2018. | 2. Brink, HC. & Van Resburg, G
(2013) Fundamentals of Research Methodology for Healthcare Professionals. South
Africa: Impressum Print Solutions | 3. Burns, N. & Grove, S. K. (2011). Understanding nursing research: Building an evidence- based practice. St. Louis: Sau ders Elsevier. | 4. Chaun O L, & Barnett T (2012 Student tutor and staff perceptions of the
clinical learning environment. Nurse Education in practice, 12: 192-96. | 5. Hilla, B.
(2012) Fundamentals of research methodology for health professionals. 3rd ed. Cape
Town, South Africa: JUTA. | 6. Hughes, S J & Quinn, F M (2013) Quinn’s principles
and practice of nurse education 6th ed. Andover: Cengage Learning | 7. Iipinge, S N
& Venter E S (2003) Student nurses experience during rural community placement
Program in Namibia. Curations. | 8. Jooste, K. (2011). The principles and practices
of nursing and health care: Ethos and | 9. Juta, L (2012). Fundamentals of research
methodology for healthcare professionals, 3rd edition, UK | 10. Kelly P. (2013) Nursing Leadership & Management. 3rd. Cengage Learning, Houston, Taxes US. | 11. Killam L A, & Heerschap C (2012) Challenges to student learning in the clinical setting.
A qualitative descriptive study. Nurse Education, 33: 684-691. | 12. Kindersley L.K.
Social teaching Theories 9th ed, Oxford University | 13. Lutz, David. (2014). African
Ubuntu Philosophy and Global Management. Journal of Business Ethics. 84. 313-
328. | 14. Macner, C. & McCabe, S. (2008). Understanding Nursing Research: Using
research in evidence based practice. Edinburg, UK: Northern-east University Press.
| 15. Magnussen L, & Amundson M J. (2003) Undergraduate nursing student experience. Nursing Health Sci.; 5:261–6 | 16. McQuide, P, Kolehmainen-Aitken, R
& Foster, N. 2013. Applying workload indicators for staffing need (WISN) method
in Namibia: challenges and implications for human resources for health policy. 64
(11): [1-5]. http://www.ncbi.nlm.gov/pmc/articles/PMC (accessed on 11 April 2016). |
17. Mellish, J M, Brink,H & Paton, F (2009). Teaching and Learning the practice of
Nursing. 4th ed. Heinemann. | 18. Melnyk B.M & Fineout E. (2015) Evidence-Based
Practice in nursing & Healthcare. 3rd edition. Wolter Kluwer. New York. | 19. Ministry of Health and Social Services, Namibia. (2013) Registered nurses job profiles.
| 20. Motiagh GF, Karimi M, & Hasanpour M (2012) Iranian nursing students' experiences of nursing. Iranian J Nursing Midwifery Res 17: S107-S114. | 21. Muyenga,
M. 2014. Implementation of adolescence friendly health services, Otjozondjupa,
Namibia. MPH dissertation. The University of Namibia. Windhoek | 22. Newton J
M, Jolly B C, Ockerby & Cross W M (2012) Student centeredness in clinical learning:
the influence of the clinical teacher. Blackwell Publishing Ltd. Retrieved 25 September 2018. | 23. Newton JM, Jolly BC, Ockerby CM & Cross WM (2010). A clinical
Learning Environment Scale: a factor analysis. Journal Advanced 66, 1370-1481 |
24. Nieswadomy, R. M. (2002).Foundations of nursing research (4th edition). New
Jersey: Prentice Hall | 25. Okoronkwo i., Onyia-pat J, Agbo M., Okpala P & Ndu A
(2013) Student perception of effective clinical teaching and teacher behaviour. Journal of Nursing. 3, 63 -69. | 26. Polit, D. F. & Beck C.T. (2012). Nursing research generating and assessing evidence for nursing practice. 9th edition. Wolter Kluwer. New
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S, M. 2009. Professional Practice-A Southern African Nursing Perspective. 5th ed.
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Nursing Act No 8 of 2014. Windhoek: Government Printer. | 30. Waldock J. (2010)
Facilitating student learning in clinical practice: may clinical nurse believe they
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of nurse mentoring underestimated? Nursing Times. http://www.nursing times.net.
(Accessed September 2018)
I
’m a College student. Beautiful statement!
When I say this expression
to you, it’s because I traveled a
path: I examined my abilities,
I saw myself in what I want
to be in my life, I selected the
university where I want to
make my dream come true
and now I must start the
necessary activities to arrive
to my goal
To reach my goal I begin
to think that I have to do
research to show you that
I’m acquiring the knowledge
indicated and then apply them
in what will be my daily life,
either as an entrepreneur in
my own company or as an employee in the company which I
dream that I’ll work.
I look for everything I need
to study and it comes now: to
start doing it.
What needs to be done to
say that I study and even more
to learn, to apply what I know?
To study: what I have to
do is –know how to read
and know how to write.
Is it that easy? Yes, it’s that
easy. I realize that sometimes,
or many times, I have to read
more than once the document
from which I want to extract
the knowledge it expresses.
How to make this task
easier? We have good news
for you. Every document has
a structure, a way in which
it was built; that structure is
logical. The logical structure
is the division by themes and
subthemes.
When it comes to reading,
most of the documents are
structured: an easily identifiable numbering or presentation
appears by integrating alphabetically related letters.In the case of the essays the structure
may not appear visually.
The structure of a document
is the division by themes and
sub-themes; there are also
the main ideas within the
subtopics. The main ideas can
be at the beginning, center or
end of the document and are
identified as follows: what is
explained is the main idea; the
secondary ideas are the ones
that complement. It happens that when reading is not
understood because there are
concepts within the text that
we don’t know its meaning.
The situation is resolved by
looking for explanations of the
concept in a dictionary of the
subject matter.
Underlining or marking the
logical division, the division
by themes and sub-themes
and the main ideas we can
understand the document that
is what is called reading. The
documents that are interdisciplinary, which may include
mathematics, they need that
knowledge independently.
When I read in the way we
just explained, my work will
be productive and I can write
about my object, I can write
my assignment applying any
of the existing methodologies without having problems
because I learned all the
elements that my subject has,
my object of study and I can
present in any of the ways
you tell me.
The methodologies for a
research can be:
Holistic Methodology:
Explain from any method and
consider the application for
the benefit of society
Quantitative Methodology: Explain from the
measurement.
Dialectical Methodology:
Explain why this is in this way
and why the opposite can’t be. Below we exemplify what we have just explained so you can
understand how to read in science successfully.
“Fortunately, today it is no longer necessary to insist on the
interest offered by the historical study of science, nor is it
necessary —after the masterful works of a Duhem, an Emile
Meyerson, and those of Cassirer and Brunschvicg— to insist
on interest and rich knowledge that this study provides from
the philosophical point of view. Indeed, the analysis of the
evolution (and revolutions) of scientific ideas —the only story that (along with that of the technique) gives a meaning to
the concept of progress, as exalted as detracted— reveals the
disputes waged for the human mind with reality; it reveals
to us its defeats, its victories; it shows what superhuman effort each step on the path of understanding the real has cost,
an effort that sometimes led to a true “mutation” in the human intellect; transformation thanks to which some notions
laboriously “invented” by the greatest geniuses become not
only accessible, but even easy and obvious to schoolchildren.”
(Koyré, 2005. p. I)
The structure
of the document
Document structure. These
are the themes and subthemes: I have a text in which
no numbering or division
appears but I have to know
what it says; I have to read it
successfully.
Main ideas. They can be at
the beginning, center or end of
the document.
The main idea of this text is
at the beginning of the document and is:
“The analysis of the evolution (and revolutions)
of scientific ideas”
The ideas that explain the
main idea are as follow: “Concept of progress”
“The disputes waged
by the human mind
with reality”
“Superhuman effort
on the path of under- standing the real”
If I don’t know the meaning
of the main idea and those
that explain it, I already have
a precise way to look for these
concepts and take the readings I need and I will always
obtain successful results to
conclude my research.
I can search the dictionary
for the names of the people
mentioned in the text and I
already have my reading done
successfully.
When I read the way we have just explained, they can
tell me to do a job with this or
the other method and I’ll be
able to do it because I understood the subject I’m reading
through a well-done reading.
Passing the letters of a
document in front my eyes
doesn’t give me the knowledge
I need and that is why the
difficulties to do the university
work that I must present.
In my research work I will
have: the Cover, the Introduction. The theory that I’ll apply,
the case to which I want to apply it, what I learned by doing the work and the bibliography
that will indicate the scientists
on which I relied.
There is another situation
to consider in terms of being
a university student. Being a
College student also leaves me
a lifelong commitment.
I was able to go to a university because the society in
which I live is organized and
could have the institutions
that allowed me to be a college student.
I have a commitment for
life because I must contribute
to the development of the country where I live because
the efforts of my fellow citizens gave me the opportunity
to be a College student.
I must contribute so that other human beings have, like me,
the opportunity to live their
lives according to what they
think will make them happy.
I’m a college student
and I have the commitment that others can be.
I’m a college student
and I have the
commitment
to teach others to be
true college students.
BIBLIOGRAPHY. Koyré, Alexander. (2005). Estudios Galileanos. España: Siglo XXI.
With a solid support system, perseverance, and
a little luck, I recently completed my Final Thesis project
in International Relations.
Along the way I made a few
observations that could help
other students in their quest to
complete their own final thesis
research project. Although my
own particular thesis project
was in the field of International Relations, the lessons
learned here may be applicable
to other fields as well.
Lesson #1: No matter what
stage you are in your academic
program, keep an updated and
on-going list of potential final
thesis topics.
Chances are that your academic interests and potential
topics for your final thesis will
evolve over the course of your
academic studies. This is a
normal part of the academic
process where we discover new
things about the world, and
about ourselves. Personally, my
final research project remotely
resembled the topics that
were on my early list. However, keeping a list of potential
topics almost forces you into
looking ahead during your
studies. In addition, through
the process of elimination,
you’re moving closer to your
eventual topic! So, whenever a
topic enters your mind, write it
down in your topics journal!
Lesson #2: Let the topic
come to you! My list of potential topics evolved; just as
easily it was for one topic
to join the list another was
removed just as easy. Personally, I knew that I wanted to
analyze Latin American politics, but I wasn’t quite sure
how this would come about.
Would it be Latin America in
general? Or, would it involve
Colombia or Guatemala, two
countries that I had personal
connections in? In other
words, I was lacking details.
Then, I came across an article
about a professor who, in the
1990’s, used public opinion
surveys in Russia as a means
to gauge how legitimate the
Russian Government was at
the time. There it was; it hit
me like a slap in the face; I
would use public opinion
surveys in Guatemala to
determine the strength and
legitimacy of the Guatemalan
Government! In short, it was
only by reading and continually thinking about potential
ideas that my topic suddenly
became very clear to me.
Lesson #3: Don’t underestimate your own contacts!
For the next three months
I created a public opinion
survey for Guatemalans, and
it was a great survey! But, I
had a problem... How would
I administer this survey; I
lived the U.S., after all. My
first inquiry was with my
professional contacts that I
already had in Guatemala, but
my contacts were unable to
assist me. My second inquiry
was with professional public
opinion survey companies
in Guatemala, but they were
unwilling to take on this project as well. So, with nowhere
else to turn, I contacted an
acquaintance in LinkedIn; a
Guatemalan that I communicated once with about four
years ago. When asked if he
knew of a survey company,
he said, yes; his firm does
public opinion surveys in
Guatemala! So, just like that,
the project was back-on!
Lesson #4: Expect the unexpected, so be flexible and go
with the flow!
My contact with the survey
company in Guatemala was a
gentleman named Sebastian
and via email and WhatsApp
we refined my original survey
and it came out great! The
next stage entailed a visit
to Guatemala to finalize the
project and conduct pilot
tests. When I met Sebastian,
though, we had a problem; he
was only 18 and this was his
first assignment! My initial
reaction was to go to my
contact and demand a new
contact, or simply go with the
flow and work with Sebastian. Being that communications between Sebastian
and I went well up until that
point, I opted to work with
Sebastian. In the end, though,
I was very pleased with this
decision; the outcome was
fantastic, and I’m not sure
that another professional
would have so eagerly incorporated the many revisions
that we made as the project
unfolded!
In closing, I hope that these
lessons learned will be useful
to you as you embark on your
own Final Thesis. Do you have
lessons learned from your own
Final Thesis that could help
your colleagues? If so, please
share; we’d love to hear about
your experiences as well!
Mailbox: aiumagazine@aiu.edu