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The Need for Evidence-based Harm Reduction Services in Correctional Facilities During the COVID-19 Pandemic
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Nurses and the Discursive Construction of Procedural Justice in Review Board Hearings
Get PDFThere has been growing interest about procedural justice in mental health tribunals. A process considered procedurally just increases adherence to treatment, increases compliance with judicial decisions and allows efficient community reintegration. Yet, little is known about how procedural justice is carried out and the role of professionals in its implementation. Stemming from the results of a critical ethnography of the Ontario Review Board, in this article we examine how procedural justice materializes during Review Board hearings and the role of nurses in this materialization. We do so by leveraging Goffman’s work on total institutions and institutional ceremonies. Our findings suggest that nurses participate in activities that provide a perception of procedural justice, rather than serve their patients’ right to true procedural justice. We conclude by recommending that nurses engage in reflections about the distal effects of their clinical practice to broaden the possibilities for resistance within the forensic psychiatric system
To lecture or not to lecture, that is the question! Modern medical and nursing students\u27 perceptions regarding lectures and lecture attendance at the University of Ottawa: To lecture or not to lecture, that is the question!
No full textLecture has historically been a core method used for content delivery in healthcare profession education. However, lecture attendance has decreased within the recent generations of students. The current study focus was to assess the medical and nursing students’ perceptions regarding lecture attendance. To assist with this, second year medical (110/320) and nursing students (95/215) were requested to answer a 10-item survey. The results show that the top reasons why medical and nursing students attended lectures, respectively included: “lectures were mandatory” (81.8% and 68.8%), “socializing with peers” (68.2% and 30.1%), and “professor emphasized important points” (67.3% and 90.3%). While some reasons for students not attending lectures were that the lecture format was not effective (63.5% and 67.7%), students preferred to use recordings of the lectures (43.3% and 18.1%). Overall, 64.6% of medical students and 63.4% of nursing students agree that traditional lectures are an effective way of learning. Sixty two percent of medical students (62% n=68) of medical students stated that traditional lectures is their preferred method of learning compared to flipped classroom (27%), small group learning (30%), and online learning (31%). While (39%) of nursing students stated that traditional lectures is their preferred method of learning compared to flipped classroom (21.5% ), small group learning (3.2%), and online learning (7.4%). The results suggest that there is variability in students’ preferred learning style. While some prefer the face-to-face interaction with the professor, other students favour studying at their own pace. The majority of medical and nursing students think traditional lectures continue to play a major educational role
Bilingualism and beyond: Critical thinking and innovative practices to address the complexity of multilingualism: Introduction.
No full textROSA PERELMUTER, ED. La recepción literaria de Sor Juana Inés de la Cruz: un siglo de apreciaciones críticas (1910-2010). Recopilación bibliográfica Luis M. Villar. Nueva York: IDEA, 2021. 634 pp.
Get PDFReseña de La recepción literaria de Sor Juana Inés de la Cruz: un siglo de apreciaciones críticas (1910-2010) de Rosa Perelmuter (ed).Reseña de La recepción literaria de Sor Juana Inés de la Cruz: un siglo de apreciaciones críticas (1910-2010) de Rosa Perelmuter (ed).Reseña de La recepción literaria de Sor Juana Inés de la Cruz: un siglo de apreciaciones críticas (1910-2010) de Rosa Perelmuter (ed)
