자연주의적 탐구조사(Naturalistic Inquiry)

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Transforming qualitative data: Description, analysis, and interpretation

Development programs and policies are typically designed to change outcomes such as raising incomes, improving learning, or reducing illness. Whether or not these changes are actually achieved is a crucial public policy question, but one that is not often examined. Impact evaluations are part of a broader agenda of evidence-based policy making. This growing global trend is marked by a shift in focus from inputs to outcomes and results, and is reshaping public policy.The first part of the book presents an overview of impact evaluation. Chapter 1 discusses why impact evaluation is important and how it fits within the context of ethical, evidence-based policy making. The authors contrast impact evaluation with monitoring, introduce the defining features of impact evaluation, and discuss complementary approaches, including cost-benefit analysis and cost-effectiveness analysis. The authors introduce a core focus of the book: namely, how a program’s available resources, eligibility criteria for selecting beneficiaries, and timing for mplementation serve to structure options in the selection of impact evaluation methods. Finally, the authors introduce different modalities of impact evaluation, such as prospective and retrospective evaluation, and efficacy versus effectiveness trials and conclude with a discussion on when to use impact evaluations. Chapter 2 discusses how to formulate evaluation questions and hypotheses that are useful for policy. These questions and hypotheses determine the focus of the evaluation. The authors also introduce the fundamental concept of a theory of change and the related use of results chains and performance indicators. Chapter 2 provides the first introduction to the fictional case study, the Health Insurance Subsidy Program (HISP), that is used throughout the book and in the accompanying material found on the Impact Evaluation in Practice website (www.worldbank .org/ieinpractice).

Impact Evaluation in Practice

Higher-order constructs, which facilitate modeling a construct on a more abstract higher-level dimension and its more concrete lower-order subdimensions, have become an increasingly visible trend i...

How to Specify, Estimate, and Validate Higher-Order Constructs in PLS-SEM:

/pdf/how-to-conduct-surveys-a-step-by-step-guide-4za2dab8jy.pdf

How to Conduct Surveys: A Step-by-Step Guide

This article reports on a literature review of workplace interventions (i.e., creating healthy work environments and improving nurses' quality of work life [QWL]) aimed at managing occupational stress and burnout for nurses. A literature search was conducted using the keywords nursing, nurses, stress, distress, stress management, burnout, and intervention. All the intervention studies included in this review reported on workplace intervention strategies, mainly individual stress management and burnout interventions. Recommendations are provided to improve nurses' QWL in health care organizations through workplace health promotion programs so that nurses can be recruited and retained in rural and northern regions of Ontario. These regions have unique human resources needs due to the shortage of nurses working in primary care.

https://journals.sagepub.com/doi/pdf/10.1177/2165079915576931

Occupational Stress Management and Burnout Interventions in Nursing and Their Implications for Healthy Work Environments: A Literature Review

Context Positive learning experiences for students on clinical placement in rural settings have the potential for supporting the recruitment of qualified nurses to these areas. Recruitment of such nurses is a global concern because current shortages have resulted in decreased healthcare quality for rural residents. By understanding the challenges faced by nursing students unfamiliar with rural settings, educational and organizational strategies can be developed to promote positive learning experiences and so enhance recruitment. Issue A broad literature review was conducted to explore the question: 'What challenges do nursing students from urban communities experience while they are on clinical placements in rural areas, respecting that 'rural' is conceptualized differently by different stakeholders?' The review followed a 5 stage process: (1) identification of the problem and purpose of the review; (2) structured literature search; (3) data evaluation; (4) data analysis; and (5) presentation of findings. Thirteen studies were evaluated independently using tools from the Joanna Briggs Institute. The Ecological Model was the theoretical framework used for consideration of student challenges. Lessons learned This literature review revealed a paucity of studies that addressed the research question, with mostly Canadian and Australian studies meeting the inclusion criteria. Findings were organized according to Ecological Model levels and suggested that students face political, environmental, community-based, nursing-related, organizational, relational, and personal challenges on rural placement. Challenges vary according to the placement setting and available student supports. Policy, educational, and nursing practice recommendations include that students should be aware of the impact of limited resources in rural settings; that comprehensive orientation should be provided to clinical and community settings; and that an exploration of financial and distance education supports prior to the placement would be beneficial. Rural practice nurse educators also require support, and it is critical that they and those at the educational institution be receptive to student questions and learning needs.

/pdf/challenges-to-the-student-nurse-on-clinical-placement-in-the-ydx5ol863o.pdf

Challenges to the student nurse on clinical placement in the rural setting: a review of the literature.

Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of “should we use the Internet for education” to “how should we use the Internet for education.” Research has begun on the optimal development of online learning environments to support IPE. Developing online IPE should follow best practices in e-learning generally, though there are some special considerations for acknowledging the interprofessional context and clinical environments that online IPE is designed to support. The design, development, and deployment of effective online IPE must therefore pay special attention to the particular constraints of the health care worker educational matrix, both pre- and postlicensure. In this article we outline the design of online, interprofessional health sciences education. Our work has involved 4 educational and 4 clinical service institutions. We establish the context in which we situate our development activities that created learning modules designed to support IPE and its transfer into new interprofessional health care practices. We illustrate some best practices for the design of effective online IPE, and show how this design can create effective learning for IPE. Challenges exist regarding the full implementation of interprofessional clinical practice that are beginning to be met by coordinated efforts of multiple health care education silos.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/chp.20030

Online Interprofessional Health Sciences Education: From Theory to Practice

Clinical education is a cornerstone of undergraduate nursing education programs. Although protecting patient safety in clinical learning experiences is a standard of practice, no standard definition of the "unsafe" student exists. The purpose of this study was to describe the viewpoints of undergraduate student nurses and their clinical educators about unsafe clinical student practices. Using Q methodology, 57 students and 14 clinical educators sorted 39 unsafe student practice statements. These statements were generated from an integrated review of nursing and related literature and two undergraduate student focus groups. The use of centroid factor analysis with varimax rotation produced three dimensions of unsafe student practices. An unsafe student was characterized by his/her Compromised Professional Accountability, Incomplete Praxis, and Clinical Disengagement. A shared attribute among these three features was violated professional integrity. While students' affective, cognitive, and praxis competencies were priority elements in the conceptualization of unsafe student practice, this study also identified the salient role of educators as active participants in preparation of safe practitioners.

Lorraine Carter

Papers

How to Conduct Surveys: A Step-by-Step Guide

Occupational Stress Management and Burnout Interventions in Nursing and Their Implications for Healthy Work Environments: A Literature Review

Challenges to the student nurse on clinical placement in the rural setting: a review of the literature.

Online Interprofessional Health Sciences Education: From Theory to Practice

Views on unsafe nursing students in clinical learning.