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Professional Development Needs of Non-Radiology Nurses: An Exploration of Nurses’ Experiences Caring for Interventional Radiology Patients
Full text linkNursing in interventional radiology is diverse and multifaceted. This area of specialty nursing has not yet been acknowledged as such or embraced in Canada. Professional development for interventional radiology nurses is lacking with even fewer educational opportunities for non-radiology nurses who care for interventional radiology patients throughout the hospital to develop needed interventional radiology knowledge and related skills. This qualitative descriptive study explored the experiences non-radiology nurses have caring for interventional radiology patients. Interviews with ten non-radiology nurses in a Canadian hospital provided rich data for analysis. Thematic analysis revealed that these nurses did not receive formal IR education in their nursing curriculum, acquired their knowledge through self-teaching, lacked knowledge about imaging modalities and IR procedures, were impeded to build trusting nurse-patient relationships, and felt ineffective communication disrupted the continuity of care they provided. Addressing professional development needs related to creating interventional radiology education, increasing awareness of the specialty of interventional radiology nursing, and enhancing clinical collaboration is a key recommendation
Perspectives of Canadian Distance Educators on the Move to Online Learning
Full text linkOur qualitative study explored transition in seven Canadian universities—early providers of distance education that transitioned
to online learning between 2002 and 2017. We interviewed 16 individuals who were involved in the design, planning,
or implementation of online learning. Participants reported their universities experienced significant impacts on organizational
structure and roles. Many saw an increased focus on learning and teaching. Access, revenue generation, and technology
were identified as drivers of online learning; traditional learning and teaching practices were shifting; challenges experienced
included resistance to change and lack of dedicated resources; and effective, visionary leadership was seen to be critically
important. We propose that the roots of today’s challenges and opportunities in online learning may be found in the experiences
of distance educators who were early adopters
Educational technology: what it is and how it works
Full text linkThis is the submitted version of the paper, published with corrections in AI&Society.
This theoretical paper elucidates the nature of educational technology and, in the process, sheds light on a number of phenomena in educational systems, from the no-significant-difference phenomenon to the singular lack of replication in studies of educational technologies. Its central thesis is that we are not just users of technologies but coparticipants in them. Our participant roles may range from pressing power switches to designing digital learning systems to performing calculations in our heads. Some technologies may demand our participation only in order to enact fixed, predesigned orchestrations correctly. Other technologies leave gaps that we can or must fill with novel orchestrations, that we may perform more or less well. Most are a mix of the two, and the mix varies according to context, participant, and use. This participative orchestration is highly distributed: in educational systems, coparticipants include the learner, the teacher, and many others, from textbook authors to LMS programmers, as well as the tools and methods they use and create. From this perspective, all learners and teachers are educational technologists. The technologies of education are seen to be deeply, fundamentally, and irreducibly human, complex, situated and social in their constitution, their form, and their purpose, and as ungeneralizable in their effects as the choice of paintbrush is to the production of great art
A New Monster Manual, in Theory (Review of The Monster Theory Reader, ed. Jeffrey Andrew Weinstock)
No full textA review of The Monster Theory Reader, edited by Jeffrey Andrew Weinstock (U of Minnesota P, 2020), in the SF studies journal Extrapolation vol. 62 no. 3 (2021). This is a post-print copy; the published version of record is available in the journal
