Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Secret History: Return of the Black Death Channel 4, 7-8pm In 1348 the Black Death swept through London, killing people within days of the appearance of their first symptoms. Exactly how many died, and why, has long been a mystery. This Secret History documentary follows experts as they pick through the evidence and reveal why the plague killed on such a scale. And they ask, what might be coming next?

Medscape

How to ... be a reflective practitioner.

Truth and method

This new edition of Ann Bowling's well-known and highly respected text has been thoroughly revised and updated to reflect key methodological developments in health research. It is a comprehensive, easy to read, guide to the range of methods used to study and evaluate health and health services. It describes the concepts and methods used by the main disciplines involved in health research, including: demography, epidemiology, health economics, psychology and sociology.The research methods described cover the assessment of health needs, morbidity and mortality trends and rates, costing health services, sampling for survey research, cross-sectional and longitudinal survey design, experimental methods and techniques of group assignment, questionnaire design, interviewing techniques, coding and analysis of quantitative data, methods and analysis of qualitative observational studies, and types of unstructured interviewing. With new material on topics such as cluster randomization, utility analyses, patients' preferences, and perception of risk, the text is aimed at students and researchers of health and health services. It has also been designed for health professionals and policy makers who have responsibility for applying research findings in practice, and who need to know how to judge the value of that research.

Research Methods in Health. Investigating health and health services

Background.  The literature review presented here was conducted as part of an English National Board for Nursing, Midwifery and Health Visiting funded project to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the topic revealed the need to clarify the terminology and approaches used to assess competence using portfolios, and therefore the literature review was conducted to inform the study.

Aims.  To clarify definitions, theoretical bases and approaches to competence and the use of portfolios in the assessment of learning and competence in nursing education.

Methods.  A comprehensive literature review was conducted using the CINAHL and MEDLINE databases and the keywords competenc*, portfolios and nursing. Articles published in the period 1989–2001 in English were obtained and their reference lists scrutinized to identify additional references. Twenty articles were found using a combination of the keywords competenc* and portfolios, and 52 using the combination portfolios and nurse education. Articles were included in the review if they focused on the use of portfolios in nursing, and those concerned with professional or transitional portfolios were excluded. This article will analyse definitions of and approaches to competence and its measurement and to portfolios and their use as discussed in the articles identified.

Results.  Three approaches to competence were identified, each with its appropriate forms of assessment. With regard to portfolios, a number of definitions were again found, but there was a consensus that the theoretical basis of their use is theories of adult learning. A number of reasons for and advantages and disadvantages of their use were found, as well as varying ideas about what a portfolios should consist of and how it should be assessed.

Conclusions.  A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student–teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.

Portfolios and assessment of competence: a review of the literature.

Nursing today, with its individualistic approach to care, shares many of its underlying beliefs and values with the school of philosophical thought known as phenomenology. The research method derived from phenomenology considers that the true meaning of phenomena can only be explored through the experience of them as described by the individual. This paper explores the features of phenomenology as a research method in relation to its relevance for nursing by first discussing the philosophical underpinnings of the method, and then proceeding to an examination of the features of the method with relation to research design, and data analysis. The specific issues of validity and generalizability are developed further, with reference to the criticisms levelled at the phenomenological method from the alternative quantitative paradigm. Finally, the author discusses the relevance of phenomenology for nursing, and concludes that, as a research method within the qualitative paradigm, it has a great deal to offer nursing as a humanistic discipline.

Issues in phenomenology for researchers of nursing

Preface: How to Read this Book Knowledge and Practice Models of Critical Reflection Reflective Writing Clinical Supervision Group Supervision Reflection in Action Research and the Reflective Practitioner Education and the Reflective Practitioner References Index

Critical Reflection for Nursing and the Helping Professions : A User's Guide

Reflective writing has become established as a key component of reflective practice, and central to the notion of learning from experience. Claims are made in the reflective practice literature of ...

Using reflective writing within research

The concept 'expert' has become common in the nursing literature since Benner's (1984) work more than a decade ago. Whilst the term has a common meaning, it is apparent that when used in nursing it refers to a multitude of attributes and lacks clear definition. This paper uses the strategy for concept analysis developed by Walker & Avant (1988) to seek an operational definition for the concept of 'expert', and suggests the defining attributes of: possession of a specialized body of knowledge and skill; extensive experience in a field of practice; highly developed levels of pattern recognition, and acknowledgement by others. These are discussed in relation to nursing practice and the circumstances under which the concept is used. Development of cases is carried out to exemplify the concept, and the antecedents and consequences of the attributes are discussed, suggesting that the concept lacks clarity, both in conceptualization, and in use. A first definition of the concept is posed to open debate concerning the relevance of the term for the future. The conclusions reached suggest that whilst an operational definition is unlikely to be found, because of the problems of definition and measurement, it is possible, through various strategies, to recognize expert practice and use it to further develop nursing. Furthermore, it is likely to become increasingly important to recognize and reward expert practitioners, given the political and economic constraints in health care today.

Melanie Jasper

Papers

Portfolios and assessment of competence: a review of the literature.

Issues in phenomenology for researchers of nursing

Critical Reflection for Nursing and the Helping Professions : A User's Guide

Using reflective writing within research

Expert: a discussion of the implications of the concept as used in nursing