Coventry University: E-Journals
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Nursing Students' Perceptions of Academic Literacy Education - Reflections from the Swedish Red Cross University
Get PDFAcademic literacies refer to academic writing as social practices. This study describes first-term nursing students’ perceptions of the academic literacy education provided and its significance for their forthcoming training and clinical practice. Nine student nurses at the Swedish Red Cross University participated in semi-structured interviews. Data were analysed using latent content analysis. Two categories were identified: A challenging but rewarding step focused on the students’ struggles to become academically literate. A professional outlook targeted the students’ perceptions of the requirement to acquire academic literacies for their training and future clinical practice.
The results provide insights of dichotomous perspectives among nursing students regarding their need to acquire academic literacies. Some of the students convey a resistant and sceptical view of adding academic education to nursing training. Others acknowledge the requirement of being academically literate, a competence sometimes hard-won. However, in their struggles, teacher guidance was requested; an appeal that needs to be met with creative solutions. Repetitive approaches by teachers combined with the use of student initiatives are proposed to enable improved academic literacy levels among the students.
Consumer rights protection and its impact on service quality in the telecommunications sector
Get PDFFlickers of Hidden Meaning – Braiding Essays as Creative Experience for Academic Writers
Get PDFIn creative nonfiction, the genre of the braided essay is common. This creative art of braiding different strands and outside voices might also be liberating for academic writers as an expansion of academic writing that allows hidden meaning to shine through. This teaching practice paper shares how this genre was used for writing about teaching practice at EATAW 2021. It introduces the genre of the braided essay and uses the steps of the EATAW workshop as an example of how to teach it
The right of children for human rights education and education for democratic citizenship as a state obligation for sustainable democracy
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Prisoner voting rights and the European Court of Human Rights: Time for a definitive ruling from the Grand Chamber?
Get PDFMotivations for choosing an allied health profession career: findings from a scoping review
Get PDFFourteen professions are recognised as AHPs in England representing the third largest workforce in health and care. Although there is a need to significantly grow the AHP workforce in England, recruitment to many AHP courses is an issue. To increase course applications and encourage individuals to choose AHP careers, we need to understand the decision-making process in choosing an AHP career. The aim of this scoping review was to examine the nature and breadth of evidence internationally regarding the motivations for choosing an AHP career as well as any sources of influence and barriers. A comprehensive search identified 61 relevant studies. Findings revealed inconsistency in the evidence base and the literature focused on a select number of professions and countries. No relevant studies were found for three professions. Whilst many motivations and sources of influence were identified, barriers to entering an AHP career were explored less. The opportunity to help people was a key motivation with financially based motivations less important. Personal influences, such as a relative working in healthcare, were the most influential source to choosing this career pathway, media was the least. The main barrier to choosing an AHP career identified was a lack of awareness of the profession. There is a need to further investigate career choice motivations, sources of influence and barriers for all AHPs; gaining this knowledge will help tailor future healthcare career promotion and advice for each profession and assist with overall AHP recruitment
The Impact on Two Practising Social Workers Who Taught Social Work Students in a University Setting
Get PDFSocial Work Teaching Partnerships were developed in 2015 by the Department for Education in England to foster stronger links between social work employers and educators to improve the quality of social work graduates leaving universities. The initiative resulted in practising social workers entering universities in greater numbers to teach social work students.
This paper focuses on how two practicing social workers – Elizabeth and Alex - were affected by teaching social work students in a university setting. The paper presents the practitioners’ reflections of teaching and its effects through short vignettes before examining these reflections by drawing on critical social theories.
Social work teaching partnerships which encourage practitioners to spend time as social work teachers in the University classroom can produce unanticipated, positive effects for these practitioners. If the university classroom is seen as a “field” (Bourdieu, 1988), it can facilitate social workers to become objects of knowledge for social work students andto themselves. Interacting with students created opportunities for Elizabeth and Alex to reflect on their social work values, knowledge base, role, and practice. By asking unexpected questions in the classroom, students problematize (Foucault, 1984) what it means to be and to practice as a social worker. Consequently, classroom interactions with social work students can lead practitioners to think about how they would like to work. Elizabeth’s and Alex’s reflections of their classroom experiences may also help to inform and strengthen workforce retention policies in social work, as their self-efficacy increased and new possibilities for social work practice emerged
A palimpsest of practice-led inquiry: A conversation
Get PDFThis paper aims to interrogate a writer-researcher’s journey through practice-led inquiry (Gray, 1996) within a broader discourse that acknowledges academic writing as contested. Indeed, the quest of a migrant writer for recognition of their writing in another land requires a deep understanding of the many layers that make up the provenance of their writing practice: A second language, and both their cultural identity and literary background, provide layers of knowledge and experience that fuse to form a 'style' and ultimately a writing ‘niche’. The readership of their writing carries its own provenance and therefore the additional bias of ‘the home ground’.
As it reads in the title, palimpsest, in its figurative sense, is a notion that implies levels of meaning in a literary work. Although not the first writer to use the concept figuratively, it was Thomas De Quincey who wrote an essay entitled “The Palimpsests” (1845), which would inaugurate “the substantive concept of the palimpsest” (Dillon, 2005, p. 243). Similarly, Barthes (1989, p. 99) referred to a text as a layered discourse,
an onion, a superimposed construction of skins (of layers, of levels, of systems) whose volume contains, finally, no heart, no core, no secret, no irreducible principle, nothing but the very infinity of its envelopes—which envelop nothing other than the totality of its surfaces.
As a writer surfaces, discriminates, and understands the different layers that fashion their writing, and wields their particular use of English as a second language, their practice becomes more authentic. That authenticity becomes a dual threshold element of an exegesis argument, representing faithfulness to the practitioner, and translating or bridging the gap between first language readers and second language voices