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Becoming a Nurse: Student Experience of Transformation and Professional Identity - Devenir infirmière : l’expérience de transformation et l’identité professionnelle des étudiantes
No full textNursing education programs are designed to respond to the evolving requirements of nursing practice while supporting student transformation in becoming a nurse. Students in these programs often refer to them as academically challenging and stressful. The aim of this study was to understand the experience of nursing students compared to the general university student population and specifically, to explore if nursing students are perceiving more stress than students in other university programs. This study arises from an earlier study conducted annually for four years at a western Canadian university following the method referred to as the “Harvard Assessment Seminar” (Light, 2001). In the primary study, that is the study conducted annually for four years, random samples of university students were interviewed about their university experience; these samples included Bachelor of Nursing students. The study reported in this paper is a secondary analysis of the primary study’s data and explores the unique experience of nursing students within the context of the broader university community. A total of 358 semi-structured interviews comprised the data for the primary study. Of these interviews, 64 respondents (18%) were registered in the Bachelor of Nursing Program. A directed content analysis technique was used to extend the existing research by using pre-existing coding categories and allowing other themes to emerge that appeared unique to nursing students. The overarching theme that emerged from the secondary data was “becoming a registered nurse (RN) through the experience of being a student.” Three thematic clusters characterized the undergraduate nursing student’s journey of transformation to becoming a registered nurse: learning through experience; recognizing the link between theory and practice; and transition and transformation. A key finding of the study is that the nursing student experience is fundamental to becoming a registered nurse. Through learning and practice experiences a transformation in personal identity takes place. Nursing faculty can support learning through experiences that foster transition and transformation. Nursing students experience stress. The difference between nursing students and undergraduate students in general is the focus of their stress: volume of work, readiness for practice and their capacity, capability and worthiness to fulfill the nursing role, along with their perceptions of balancing their study-work-personal life. The direct measurement of the amount of stress in nursing students and undergraduate students in general was not possible. This research study will add to the literature by describing the student nursing experience in undergraduate education as compared to the general university population. In addition the authors provide recommendations for nurse educators that support successful student transition to becoming a nurse
Opening up textbooks and students’ reading habits
Get PDFEducation column in the Canadian Chemistry New
Relationships and Infidelity in Pornography: An Analysis of Pornography Streaming Websites
No full textThis is a post-peer-review, pre-copyedit version of an article published in the journal Sexuality & Culture. The final authenticated version is available online at: https://doi.org/10.1007/s12119-018-9574-7Research suggests that pornography has the potential to inform sexual and romantic scripts, but
no studies have examined the relational content within modern mainstream pornography. In this
article, we present a content analysis of 190 sexually explicit online video clips from mainstream
pornography streaming websites, coding for the relationship between participants (if any) and
whether the video portrayed acts of infidelity. We also contrasted those clips with a comparison
sample of 77 YouTube videos. We found that depictions of on-screen committed relationships
were relatively rare in pornography (7.9% of videos) compared to YouTube (18.2%), but that
infidelity was relatively common (25.3% vs. 2.6%), with pornography more likely to depict
women as engaging in infidelity than men. Relational content was more likely to be included in a
pornographic clip when the video portrayed a fictional narrative. These findings are consistent
with past research connecting pornography consumption with open and liberal sexuality
From Digital Natives to Digital Literacy: Anchoring Digital Practices through Learning Design
Get PDFWhile the academic community and the general public often refer to learners today as inherently
tech-savvy digital natives, those in the educational technology community have long advocated for a
move away from digital native stereotypes in favour of fostering digital literacy. As such, the
educational technology community can play a vital role in shifting from popular conceptions of
digital natives and toward developing digital literacy for the benefit of all learners. In this paper, we
provide a comparative analysis of search data from Google Trends showing continued use of the
term digital natives and the rising interest in digital literacy. In order to help educators move away
from popularized concepts of digital natives by instead developing digital literacy in three domains,
we propose a conceptual framework for anchoring digital practices within a Learning Design model
Neurovascular Coupling Remains Intact During Incremental Ascent to High Altitude (4240 m) in Acclimatized Healthy Volunteers
Get PDFNeurovascular coupling (NVC) is the temporal link between neuronal metabolic activity and regional cerebral blood flow (CBF), supporting adequate delivery of nutrients. Exposure to high altitude (HA) imposes several stressors, including hypoxia and hypocapnia, which modulate cerebrovascular tone in an antagonistic fashion. Whether these contrasting stressors and subsequent adaptations affect NVC during incremental ascent to HA is unclear. The aim of this study was to assess whether incremental ascent to HA influences the NVC response. Given that CBF is sensitive to changes in arterial blood gasses, in particular PaCO2, we hypothesized that the vasoconstrictive effect of hypocapnia during ascent would decrease the NVC response. 10 healthy study participants (21.7 ± 1.3 years, 23.57 ± 2.00 kg/m2, mean ± SD) were recruited as part of a research expedition to HA in the Nepal Himalaya. Resting posterior cerebral artery velocity (PCAv), arterial blood gasses (PaO2, SaO2, PaCO2, [HCO3-], base excess and arterial blood pH) and NVC response of the PCA were measured at four pre-determined locations: Calgary/Kathmandu (1045/1400 m, control), Namche (3440 m), Deboche (3820 m) and Pheriche (4240 m). PCAv was measured using transcranial Doppler ultrasound. Arterial blood draws were taken from the radial artery and analyzed using a portable blood gas/electrolyte analyzer. NVC was determined in response to visual stimulation (VS; Strobe light; 6 Hz; 30 s on/off × 3 trials). The NVC response was averaged across three VS trials at each location. PaO2, SaO2, and PaCO2 were each significantly decreased at 3440, 3820, and 4240 m. No significant differences were found for pH at HA (P > 0.05) due to significant reductions in [HCO3-] (P 0.05). NVC remains remarkably intact during incremental ascent to HA in healthy acclimatized individuals. Despite the array of superimposed stressors associated with ascent to HA, CBF and NVC regulation may be preserved coincident with arterial pH maintenance during acclimatization
Cutaneous afferent innervation of the human foot sole: What can we learn from single unit recordings?
No full textCutaneous afferents convey exteroceptive information about the interaction of the body with the environment and proprioceptive information about body position and orientation. Four classes of low-threshold mechanoreceptor afferents innervate the foot sole and transmit feedback that facilitates the conscious and reflexive control of standing balance. Experimental manipulation of cutaneous feedback has been shown to alter the control of gait and standing balance. This has led to a growing interest in the design of intervention strategies that enhance cutaneous feedback and improve postural control. The advent of single-unit microneurography has allowed the firing and receptive field characteristics of foot sole cutaneous afferents to be investigated. In this review, we consolidate the available cutaneous afferent microneurographic recordings from the foot sole and provide an analysis of the firing threshold, and receptive field distribution and density of these cutaneous afferents. This work enhances the understanding of the foot sole as a sensory structure and provides a foundation for the continued development of sensory augmentation insoles and other tactile enhancement interventions
Project Information Literacy: News About Students and News
No full textThe presentation uses slides developed by the Project Information Literacy News Project Team, as well as some developed specifically for this presentation. More details about the project and the team can be found at http://www.projectinfolit.org/news_study.htmlSoon-to-be Professor Emerita, Margy MacMillan is currently a Senior Researcher with Project Information Literacy on their latest study "How Students Engage with News". The study surveyed over 5,800 students across 11 U.S. institutions about where they encountered news, what tools they used, what topics they followed and shared, and the role of news in their lives. It also asked specifically about the differences between their personal and academic news habits. The results were fascinating, and countered popular narratives of disengaged 'newsless' youth; on the contrary, following the news takes effort and time, and while many of the participants have developed effective strategies for managing the glut of information, others feel overwhelmed.
Margy will present key findings and then open a discussion around translating the findings into teaching across the disciplines
Undergraduate Students' Academic Information and Help-Seeking Behaviours using an Anonymous Facebook Confessions Page
Get PDFThis research examines undergraduate students’ academic help-seeking behaviours by mining anonymous posts from a university Facebook Confessions page. From a dataset of 2,712 public posts, researchers identified 708 Confessions (26.1%) that supported student-student learning exchanges. Using a mixed methods methodology informed by a social constructivist framework, analysis of these social media interactions demonstrates that students use Confessions posts to legitimately inform their undergraduate learning and support their academic experience. Researchers conclude that Facebook Confessions can enable rich academic help-seeking and other information behaviours, and that these sites should be taken seriously by administrators, faculty, researchers, and students.
Cette recherche examine les comportements académiques de recherche d'aide des étudiants de premier cycle en procédant à l’extraction de publications anonymes sur une page Facebook de confessions à l’université. À partir d'un jeu de données de 2 712 publications publiques, les chercheurs ont identifié 709 confessions (26,1%) qui étaient en faveur des échanges entre étudiants visant l’entraide dans les apprentissages. En utilisant une méthodologie de méthodes mixtes guidée par un cadre socioconstructiviste, l'analyse de ces interactions sur les médias sociaux démontre que les étudiants utilisent les confessions pour guider légitimement leur apprentissage de premier cycle et soutenir leur expérience académique. Les chercheurs en tirent la conclusion que les confessions Facebook peuvent permettre une recherche d’aide universitaire approfondie et d'autres comportements informationnels, et que ces sites devraient être pris au sérieux par les administrateurs, les professeurs, les chercheurs et les étudiants
Oxygen Uptake and Muscle Deoxygenation Kinetics During Skating: Comparison Between Slide-Board and Treadmill Skating
No full textPurpose: this study aimed to compare the oxygen uptake (V̇O2) kinetics during skating on a treadmill and skating on a slide board and discuss potential mechanisms that might control the V̇O2 kinetics responses during skating. Methods: breath-by-breath pulmonary V̇O2 and near-infrared spectroscopy-derived muscle deoxygenation ([HHbMb]) were monitored continuously in 12 well-trained young long track speed skaters. On-transient V̇O2 and [HHbMb] responses to skating on a treadmill and skating on a slide board at 80% of the estimated gas exchange threshold were fitted as mono-exponential function. The signals were time aligned, and the individual [HHbMb]-to-V̇O2 ratio was calculated as the average value from 20–120 s after exercise starts. Results: the time constants for the adjustment of phase II V̇O2 (τ V̇O2) and [HHbMb] (τ[HHbMb]) were low and similar between slide board vs. treadmill skating (18.1 ± 3.4 vs. 18.9 ± 3.6 for τ V̇O2 and 12.6 ± 4.0 vs. 12.4 ± 4.0 s for τ[HHbMb]). The [HHbMb]/V̇O2 ratio was not different from 1.0 (p > 0.05) in both conditions. Conclusion: the fast V̇O2 kinetics during skating suggest that chronical adaptation to skating might overcome any possible restriction in leg blood flow during low intensity exercise. The [HHbMb]/V̇O2 ratio values also suggest a good matching of O2 delivery to O2 utilization in trained speed skaters. The similar τ V̇O2 and τ [HHbMb] values between slide board and treadmill further reinforce the validity of using a slide board for skating testing and training purposes
Why Read?
No full textThis is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development on 2018-12-17, available online: http://www.tandfonline.com/10.1080/07294360.2018.1527296Why read? What is the point of reading in higher education if students can succeed in their classes without reading? Using Wigfield and Eccles’ Expectancy-Value theory of motivation as a framework, I explore why different instructors think their students should be reading and whether students share these motivations. Instructors and students attribute value to reading differently. Instructors value reading for what it allows students to do and become. Students may value reading but still not read depending on competing factors including time available and assessment tasks required. The essay concludes by asking higher educational professionals to consider what, if anything, should be done to encourage the reading of difficult texts in classes