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The Pursuit of Excellence in Nursing Care: What does it mean?
No full textThis study explores the meaning of excellence in nursing care held by nurses. Qualitative data were collected from 156 undergraduate and postgraduate nurses by means of an open-ended questionnaire. Respondents were asked to reflect on practice which enabled a clear understanding of the meanings given to excellence in nursing care. In addition, details of their nursing background, level of nursing experience, and demographics were sought. Responses were content-analysed for themes by three coders. Four major themes emerged: (1) professionalism, (2) holistic care, (3) practice, (4) humanism. The fourth theme comprised three sub-themes: (a) enabling personal qualities, (b) nurse-patient relationships, and (c) nurse-health team relationships. Responses revealed that professionalism constituted an all-encompassing theme subsuming all others. Findings suggested that the client is the central focus of excellent nursing care at all times. According to these respondents, nurses who deliver excellent nursing care implement nursing in a professional and competent manner, demonstrate a holistic approach to caring, possess certain personal qualities which enhance practice, and relate to patients, families, peers, hospital administrators and community members in a competent, cooperative manner. An important aspect of this study is the differential quality of responses provided by respondents, who were students enrolled in a nursing degree programme compared to respondents who were state-registered nurses and concurrently undertaking higher degree studies. The final result is suggestive of the stages of transition through which nurses pass in their quest for excellence
Bai, Jinjian and Zeng Xiangfu
No full textThe story of two Chinese colporteurs, Beh Chin-chien (白金鑒, Bai Jinjian) and Djeng Hsiang-pu (曾湘甫 Zeng Xiangfu), is one of Christian courage pitted against the inclement weather of western China and the difficulties of taking the gospel to Moslem Uyghers in Xinjiang Uygur autonomous region, the largest province of China on its northwest border. It is also the story of their ultimate sacrifice for their belief in the gospel commission of Christ
Benson, Harry Farmer (1882-1947)
No full textHarry Benson served for over 35 years as a minister and missionary teacher in Japan and Korea. He was the longest serving expatriate missionary in the Far Eastern Division during the pre-Second World War years
Grundset, Ole J. (1886-1957) and Anna Elvira (Sorensen) (1888–1950)
No full textOle J. and Anna E. Grundset were among the earliest Seventh-day Adventist missionaries to evangelize Manchuria
Fattebert, Ulysses Charles (1871-1947) and Ellen I. Burrill (1875–1963)
No full textCarlos and Ellen Burrill Fattebert did pioneering educational and medical missionary work in Mexico and the Philippine Islands
North Fukien Mission 1920-1951)
No full textThe North Fukien (today’s Fujian) Mission, 闽北区会 grew out of the subdivision of the original Fukien (or Fujian) Mission, 1917 through 1920. The rationale for the division was said to be “the difficulty of administration;” that is, the distance, terrain, and poor communication facilities presented hardships for the mission director living in the south of Fujian Province. In addition, the dialect spoken in Foozhow 福州is different from that in South Fujian around Xiamen. The Foochow (or Fuzhou) Mission was therefore formed in 1920, the entity changing its name to the North Fukien Mission in 1922. It formed part of the South China Union Mission, and its headquarters always remained at Foochow
Vollmer, Henry Walter (1881-1981) and Marion May (Wilber) (1899–1988)
No full textHenry W. Vollmer, M.D., medical director at Loma Linda Sanitarium and, later, at St. Helena Sanitarium, became noted for successful health evangelism while serving as medical secretary for the Pacific Union Conference
\u27Integrating Faith and Learning\u27 Revisited: A Cosmic Perspective
No full textFor nearly three decades, the term, \u27integration of faith and learning\u27, or IFL, has stimulated the imagination of Christian educators. But as time has passed, the concept has become a cliche and lost its potency. Narrow, superficial, and contrived attempts to implement the concept have often only confused the issue further and induced a degree of cynicism. Despite this trend, the concept is still as relevant and important as it always has been, and there is no excuse for complacency. This paper does not wish to oversimplify the concept and its implications, but rather, to demystify it, to explore its implications in the new and enabling ways, and to propose strategies for implementing it effectively. In so doing, we will glorify God by reflecting his image more faithfully, as we were originally destined to do. This paper is simply a reflection of one Christian educator\u27s personal journey in relation to IFL. It is offered in a spirit of collaboration in the hope that it may stimulate further our collective understanding, and empower our ministry, by reflecting His image more genuinely
Pedagogy and Education for Life: A Christian Reframing of Teaching, Learning, and Formation
No full textA good title is a potential bait to hook a reader! Such is the case in Trevor Cairney’s use of significant terms in his title to entice and engage his audience – Pedagogy and Education for Life: A Christian Reframing of Teaching, Learning, and Formation. Over time, terms like pedagogy may have lost their essential meaning through casual overuse. And formation in some circles appears to have become a popular buzzword without the deep understandings associated with its conceptual, seminal origins in such a context. Cairney’s book serves as a powerful corrective to this possibility as it seeks to challenge, clarify, reframe and reform many existing conceptions of what it means to teach Christianly. Thus, it is not just ‘another book’ on Christian education. It is also significant that the author’s apparent focus is on pedagogy, and not curriculum. This sends a subtle signal of the essence of his thesis
Managing Oppositional Defiance Disorder (ODD) from a Christian School\u27s Perspective
No full textOppositional Defiance Disorder (ODD) was at first, anecdotally, considered to be unacceptable behaviour by children who had been poorly managed. However, by 1980 a specific definition and description had been made. ODD is a serious juvenile mental health concern causing extreme distress to both parents and educators.
This paper has been written from a Christian perspective and describes the criteria for a diagnosis as well as its incidence. Research has been ongoing and a number of known links to the condition are detailed. The greater part of the paper focuses on effective, evidence-based strategies together with succinct summaries. These include teaming with parents, the school team, classroom structure and management, pedagogy and engagement, relating to the child and teacher well-being