1,721,958 research outputs found
Cunningham, S J, NX5028
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/380024Surname: CUNNINGHAM
Given Name(s) or Initials: S J
Military Service Number or Last Known Location: NX5028
Missing, Wounded and Prisoner of War Enquiry Card Index Number: 6949193836
Item: [2016.0049.12317] "Cunningham, S J, NX5028
Clinical learning environments
No full textThe limited capacity of clinical placements has resulted in exploration of newer and varied opportunities for clinical experiential learning for students. The use of placements overseas through exchange schemes highlights the issue of benchmarks for quality assurance of placements for learning. The clinical learning environment is at the core of effective professional learning for nurses or other healthcare professionals, patient safety, student experience and career intentions. Education institutions do need a clear understanding of the clinical learning environment (CLE) students are entering and how it contributes to effective professional learning. It is therefore a necessity to not only understand it but to be assured of the quality of it. This chapter will explore a the findings form an EU funded project which focusses on compiling benchmark standards for European placements and the development for a measuring instrument for prospective assurance for clinical learning environments. The issue of what comprises a quality learning environment and how this can be measured and supported will also be addressed
Inclusive learning, diversity and nurse education
No full textStudents embarking on undergraduate nursing programmes face many challenges. They must adapt to raised academic expectations, learn a bewildering new range of skills, values and behaviours, and begin to negotiate complex and emotionally demanding practice environments and relationships. In addition to practicalities such as moving away from support networks, constrained finances and perhaps being in a work environment for the first time, nursing students must incorporate changes into their personal identities and form a professional sense of self. How well students are supported to respond to these expectations via their own networks and through engagement and connection with their new profession and programme can shape their potential for achievement.
The nursing profession advocates for non-discriminatory inclusive care for all, as well as advocating for a wider diversity of care professionals. This means actively promoting inclusion in programme recruitment and development strategies. However, these aims are hindered by student attrition which is a significant issue throughout higher education in Britain including nurse education. Data published by the Higher Education Statistics Agency (HESA) in 2016/17 indicates that students facing multiple disadvantage are more likely to leave university in their first year than their peers. As well as being a clear example of social injustice, unequal completion rates reduce the projected workforce and disrupt supply and planning.
Discounting gender disparities, nursing has a strong record for recruiting and training a broad range of students, but completion rates emerge as lower than for other subjects. An influencing factor here may be that as the professional demands of nursing have intensified, so has the academic rigour required to deliver corresponding competency requirements. Nurse educators need to be creative and flexible to enable students to engage with complex learning which ranges from higher order thinking skills, and philosophical and ethical understandings, to intricate physical tasks. This creates challenges for inclusive curriculum design as well as needing to effectively facilitate it, it must be accessible to a diverse body of nursing students who may have strengths in terms of life experience but who present across the range of academic competence and confidence.
Inclusive learning and teaching is advocated as best practice in providing a response to these issues. However, inclusivity is a contested concept, with varied uptake and it sits within a higher education context of financial restrictions, larger class sizes and a push for more online provision. What is clear though is that academic outcomes across student groups are unacceptably varied with significant attainment gaps for those with multiple disadvantages. A key question for nurse educators is how best to develop an evidence base for the pedagogical approaches that are most likely to enable the completion of successful student nurse journeys for all, regardless of their starting point
Pedagogy for nursing: challenging traditional theories
No full textThis chapter explores the question of pedagogy within nursing education and considers what is the most appropriate approach in the learning and teaching of nursing for nurse educators to adopt. It further argues that to date insufficient attention has not been paid to the varied and changing demographic profile of student nurses. Alongside this is the issue of prior teaching and learning experiences before accessing higher education and impacts of this on transitioning to professional learning and practice. There is a suggestion that demographics and experiences of contemporary pre-registration student nurses and qualified nurses accessing higher education for continuous professional development (CPD) are increasingly similar. In the UK, both continuous professional development (CPD) students and the pre-registration student can be characterized as non-traditional students aligning closely to reported under-represented groups in many respects. It is also argued that nursing lacks a predominant or explicit pedagogy. Given the broad and diverse student nurse and CPD nurse population, there appears no one specific pedagogical approach espoused which fits such differing purposes and needs and the question is ought there be one. This creates a challenge for nurse teachers and the craft of facilitating learning. Drawing on a study at one London university which explored the experience of transition to higher education by nursing and healthcare students, a proposed model of pedagogic–androgogic (P-A) continuum with a fluid approach is presented to meet nurse student needs. This model advocates once nursing students are exposed to a variety of learning experiences their evolving needs can be located on this continuum to reflect their life progression and development. This model for nurse education conceptualization is proposed to respond to the changing demographic profile of student and other nurses, their varied teaching and learning experiences prior to entering university and impact on their success in transition journey
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
