Education•Dunedin, New Zealand•
About: Otago Polytechnic is a education organization based out in Dunedin, New Zealand. It is known for research contribution in the topics: Occupational therapy & Higher education. The organization has 230 authors who have published 432 publications receiving 6354 citations. The organization is also known as: Otago School of Art.
Papers published on a yearly basis
TL;DR: Through this preliminary review, a number of threads of medical sociology that potentially contribute to this proposed sociology of diagnosis are drawn together, including the place of diagnosis in the institution of medicine, the social framing of disease definitions, the means by which diagnosis confers authority to medicine, and how that authority is challenged.
Abstract: Diagnoses are the classification tools of medicine, and are pivotal in the ways medicine exerts its role in society. Their sociological study is commonly subsumed under the rubrics of medicalisation, history of medicine and theory of disease. Diagnosis is, however, a powerful social tool, with unique features and impacts which deserve their own specific analysis. The process of diagnosis provides the framework within which medicine operates, punctuates the values which medicine espouses, and underlines the authoritative role of both medicine and the doctor. Diagnosis takes place at a salient juncture between illness and disease, patient and doctor, complaint and explanation. Despite calls for its establishment, almost two decades ago (Brown 1990), there is not yet a clear sociology of diagnosis. This paper argues that there should be, and, as a first step, draws together a number of threads of medical sociology that potentially contribute to this proposed sociology of diagnosis, including the place of diagnosis in the institution of medicine, the social framing of disease definitions, the means by which diagnosis confers authority to medicine, and how that authority is challenged. Through this preliminary review, I encourage sociology to consider the specific role of diagnosis in view of establishing a specific sub-disciplinary field.
TL;DR: The New Zealand experience of introducing cultural safety into nursing education has been controversial, and the role and function of the Nursing Council of New Zealand was questioned.
Abstract: of bod, the care for the public of New Zealand. Cultural we- of N~~ zeau and safety was seen as one aspect of safe nursing and that sedce deliVery change profooodly, midwifery practice and was introduced into n- has begun a process of examination nursing and midwifery education courses as one d change in nmhg education, prompted by of the outcomes required of each applicant for Maori nurses. registration as a nurse or midwife. It attracted N* midaw orghdom movd to considerable and unprecedented attention to the wport fi initiative es somm oshi& spoke content and process of nursing education, and my of nm and N~~
•01 Jan 2006
TL;DR: Parson's Programming Puzzles is described, an automated, interactive tool that provides practice with basic programming principles in an entertaining puzzle-like format, and the web-based authoring tool used to build the puzzles.
Abstract: Mastery of basic syntactic and logical constructs is an essential part of learning to program. Unfortunately, practice exercises for programming basics can be very tedious, making it difficult to motivate students. In this paper we describe Parson's Programming Puzzles, an automated, interactive tool that provides practice with basic programming principles in an entertaining puzzle-like format. Careful design of the items in the puzzles allows the tutor to highlight particular topics and common programming errors. Since each puzzle solution is a complete sample of well-written code, use of the tool exposes students to good programming practice. This paper discusses the motivation of Parson's Programming Puzzles, and gives several examples. We describe the web-based authoring tool used to build the puzzles, and present our plans for future development.
TL;DR: The aim of this paper was to discuss some practical issues that the prospective grounded theory researcher planning a small-scale project may consider, and to assist student researchers in a critical care setting.
Abstract: Summary • Grounded theory is an interpretative research methodology frequently used by social science researchers seeking to discover the underlying social processes shaping interaction. The methodology is useful to create knowledge about the behavioural patterns of a group • The aim of this paper was to discuss some practical issues that the prospective grounded theory researcher planning a small-scale project may consider • Discussion focuses on the basic premises, choosing a version of grounded theory, the research problem, the purpose of study, the research question and the place of the literature in a study • The specific skills required of the grounded theory researcher are considered and some cautions are exercised • The paper may assist student researchers in a critical care setting and may be of interest to their supervisors and experienced grounded theory researchers
TL;DR: The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education.
Abstract: Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre); Google Scholar; EMBASE (Ovid) [ERIC (Ovid); Medline (Ovid)]; PubMed: ProQuest Education Journals & ProQuest Nursing & Allied Health Source) for the period 2005-December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty-eight articles were included for review, which reported nursing research (n = 23) and student experiences of blended learning in higher education (n = 5). Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.
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|Daniel Cury Ribeiro||17||92||1891|
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