Clinical librarianship in the UK: temporary trend or permanent profession? Part II: present challenges and future opportunities     

Harrison J  Sargeant SJ 《Health information and libraries journal》2004,21(4):220-226

BACKGROUND: This article is the second part of a two-part series reporting a study of the role of the Clinical Librarian (CL) in the UK. METHODS: A qualitative method of semi-structured interviews was used to explore in-depth the role of the CL. The interviews provided a rich source of data and give insight into this new and emerging role as practised in the National Health Service (NHS). Similarities and differences are examined between the CL population and reported within themes, specifically: personal qualities and skills required, training for the CLs, marketing the CL service, working in the clinical environment, monitoring and evaluation and the acceptance of the CL in the NHS. RESULTS: A common understanding of the skills and knowledge required to undertake the CL role was shared by the respondents. However, practice differed as this was often dictated by local circumstances. The study confirmed the need for the CLs to work with clinical colleagues in the clinical setting to enhance patient care. CONCLUSION: The importance of using best evidence to support patient care is a message that is slowly becoming the norm in the NHS and the CL role in this practice is demonstrated by this study.  相似文献   

The role of higher education centers in improving the academy     

Professor Janet G. Donald 《Tertiary Education and Management》1996,2(1):95-106

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Situated Language and Learning: A Critique of Traditional Schooling     

Janet Maybin 《Literacy》2006,40(1):58-59

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Skiing: The Worship of Ullr in America     

Janet Egleson Dunleavy 《Journal of American culture (Malden, Mass. : 2003)》1981,4(3):75-85

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Student preferences for year II biology classes in some South Australian schools     

Janet V. Keightley  Effice D. Best 《Research in Science Education》1975,5(1):59-67

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Review of psychological and educational assessment of minority children: Thomas Oakland (Ed.) (New York: Brunner/Mazel,Inc., 1977)     

Janet P. Wollersheim 《Int J Intercult Relat》1978,2(3):343-345

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CULTURALLY SITUATED EXPLORATIONS OF CHILD DEVELOPMENT: A HOME VISIT PROJECT FOR PROSPECTIVE EARL Y CHILDHOOD TEACHERS     

Patricia Corson  Judith K. Bernhard  Janet Gonzalez‐Mena 《Journal of Early Childhood Teacher Education》2013,34(3):245-258

As part of a child development course in an undergradute early childhood teacher preparation program, students completed a home visit project with a family of a culture other than their own. This report examines the assignment's effectiveness in helping students become aware of the cultural nature of human development and the role of the family in the child's growth and development. Student responses obtained through focus groups, papers, field notes, and course evaluations included 1) reflections on the nature of the experience; 2) reactions to the role of researcher in the home of relative strangers and 3) evaluation of the learning. Although students seem to have achieved some understanding of the role of family and culture, the further step of recognizing culture as fundamental to development was generally not an outcome of the present intervention.  相似文献   

The LINDSAY Virtual Human Project: An immersive approach to anatomy and physiology     

Janet K. Tworek  Heather A. Jamniczky  Christian Jacob  Benedikt Hallgrímsson  Bruce Wright 《Anatomical sciences education》2013,6(1):19-28

The increasing number of digital anatomy teaching software packages challenges anatomy educators on how to best integrate these tools for teaching and learning. Realistically, there exists a complex interplay of design, implementation, politics, and learning needs in the development and integration of software for education, each of which may be further amplified by the somewhat siloed roles of programmers, faculty, and students. LINDSAY Presenter is newly designed software that permits faculty and students to model and manipulate three‐dimensional anatomy presentations and images, while including embedded quizzes, links, and text‐based content. A validated tool measuring impact across pedagogy, resources, interactivity, freedom, granularity, and factors outside the immediate learning event was used in conjunction with observation, field notes, and focus groups to critically examine the impact of attitudes and perceptions of all stakeholders in the early implementation of LINDSAY Presenter before and after a three‐week trial period with the software. Results demonstrate that external, personal media usage, along with students' awareness of the need to apply anatomy to clinical professional situations drove expectations of LINDSAY Presenter. A focus on the software over learning, which can be expected during initial orientation, surprisingly remained after three weeks of use. The time‐intensive investment required to create learning content is a detractor from user‐generated content and may reflect the consumption nature of other forms of digital learning. Early excitement over new technologies needs to be tempered with clear understanding of what learning is afforded, and how these constructively support future application and integration into professional practice. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Applying the PROSPER prevention delivery system with middle schools: Emerging adulthood effects on substance misuse and conduct problem behaviors through 14 years past baseline     

Richard Spoth  Cleve Redmond  Chungyeol Shin  Linda Trudeau  Mark T. Greenberg  Mark E. Feinberg  Janet Welsh 《Child development》2022,93(4):925-940

This study evaluated emerging adult effects of the PROmoting School-Community-University Partnerships to Enhance Resilience (PROSPER) universal prevention delivery system implemented in middle schools. Twenty-eight rural school districts were randomized to intervention and control conditions, with 1985 nineteen-year-old participants (90.6% White, 54.1% female) evaluated through age 25. Intent-to-treat, multi-level, point-in-time analyses of covariance and growth analyses were conducted. Outcomes were assessed with self-report measures of substance misuse (lifetime, current, frequency) and conduct problem behaviors. Analyses showed very limited point-in-time effects; there were growth pattern effects on measures of illicit drugs, non-prescribed drugs, cigarettes, and drug problems. When risk moderation was observed, it favored higher-risk participants. These emerging adult effects concerning slower growth of lifetime misuse combine with more robust adolescent stage findings to support PROSPER’s public health value.  相似文献   

The role of achievement,gender, SES,location and policy in explaining the Indigenous gap in high-school completion     

Melissa Schellekens  Joseph Ciarrochi  Anthony Dillon  Baljinder Sahdra  Robert Brockman  Janet Mooney  Philip Parker 《British Educational Research Journal》2022,48(4):730-750

Internationally, there is a gap in high-school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high-school completion between Australian Indigenous and non-Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not for Indigenous students. Conversely, rural and poor non-Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment.  相似文献