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71.
Karla Washington Sharon Bowland Kay Mueggenburg Margaret Pederson Sheila Otten Tanya Renn 《Journal of Teaching in Social Work》2013,33(5):514-530
Professional leaders have identified clear roles for social workers involved in advance care planning (ACP), a facilitated process whereby individuals identify their preferences for future medical care; yet information about effective teaching practices in this area is scant. This study reports on the experiences of 14 social workers who participated in a nationally recognized, evidence-based ACP facilitator certification program. Researchers first analyzed data consisting of participants’ in-depth reflective writings using an inductive thematic analysis process. Identified themes were subsequently grouped into three categories to characterize the “novice” experience of participants: theoretical knowledge, skill development, and self-reflection. Findings underscore the importance of ACP training in social work education and the need for teachers to help learners better understand the process of professional skill development. 相似文献
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Philip J. Osteen Todd J. Vanidestine Tanya L. Sharpe 《Journal of Teaching in Social Work》2013,33(2):111-128
Methods of incorporating culturally competent practice and social justice curricula often are addressed in a required course or across courses using an infusion model. This research explored multicultural curricula and MSW students' attitudes about race and diversity. Data were collected from 297 MSW students enrolled at two universities. Multivariate analysis of variance revealed significant differences between students in programs with required multicultural coursework and those utilizing an infusion model, with respect to attitudes toward African Americans but not on measures of diversity or social equality and justice. The results indicate the differential outcomes based on curriculum models and support the need for further research in this area. 相似文献
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Lawrence P. Cahalin Tanya Kinney LaPier Donald K. Shaw 《Cardiopulmonary Physical Therapy Journal》2011,22(1):5-15
The processes that occur with normal sternal healing and potential complications related to median sternotomy are of particular interest to physical therapists. The premise of patients following sternal precautions (SP) or specific activity restrictions is the belief that avoiding certain movements will reduce risk of sternal complications. However, current research has identified that many patients remain functionally impaired long after cardiothoracic surgery. It is possible that some SP may contribute to such functional impairments. Currently, SP have several limitations including that they: (1) have no universally accepted definition, (2) are often based on anecdotal/expert opinion or at best supported by indirect evidence, (3) are mostly applied uniformly for all patients without regard to individual differences, and (4) may be overly restrictive and therefore impede ideal recovery. The purpose of this article is to present an overview of current research and commentary on median sternotomy procedures and activity restrictions. We propose that the optimal degree and duration of SP should be based on an individual patient''s characteristics (eg, risk factors, comorbidities, previous activity level) that would enable physical activity to be targeted to particular limitations rather than restricting specific functional tasks and physical activity. Such patient-specific SP focusing on function may be more likely to facilitate recovery after median sternotomy and less likely to impede it.Key Words: median sternotomy, sternal precautions, physical therapy, exercise protocols 相似文献
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Laura Lee McIntyre Tanya L. Eckert Lauren A. Arbolino Florence D. DiGennaro Reed Barbara H. Fiese 《Early Childhood Education Journal》2014,42(3):203-210
Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention, our review found no studies examining the involvement of school psychologists in kindergarten transition practices. The present study reports the outcomes of a national survey of the membership directory of the National Association of School Psychologists examining school-based involvement in kindergarten transition activities; school psychologists’ perceived involvement with and training in kindergarten transition activities; and school psychologists’ perceived barriers to engage in kindergarten transition activities. Results showed that most schools engaged in at least one kindergarten transition activity per year, with half of the responding sample reporting involvement. School psychologists were more likely to be involved in kindergarten transition activities if they were employed in an urban locale or a large to moderate-sized school setting. School psychologists most frequently reported involvement with kindergarten screenings and collaborating with kindergarten and preschool teachers. Implications and recommendations for practice among early childhood and other educational professionals are delineated. 相似文献
75.
Jamie Wyss Seung‐Eun Lee Tanya Domina Maureen MacGillivray 《Decision Sciences Journal of Innovative Education》2014,12(3):219-232
As technology advances, it is important for teachers to seamlessly integrate technology into their innovative teaching techniques. Using virtual worlds is one alternative to traditional teaching methods that can provide rich learning experiences. The purpose of this article is twofold: (a) to present Cotton Island, an avatar‐based 3‐D virtual learning environment in Second Life and (b) to evaluate students’ learning motivation in using Cotton Island as a learning tool. Cotton Island was designed with unique navigational features to provide access to rich resources and educational activities that improve students’ knowledge of cotton. Based on the ARCS (attention, relevance, confidence, and satisfaction) model, this study assesses students’ learning motivation when using Cotton Island as a learning tool, and whether students had a positive learning outcome consistent with the instructors’ goal of knowledge improvement. The results show that students had a positive experience in terms of learning motivation and knowledge improvement. 相似文献
76.
Jane Mills Catrina Felton-Busch Tanya Park Karen Maza Frances Mills McCauley Ghee 《高等教育研究与发展》2014,33(6):1136-1149
Attempts to recruit Aboriginal and Torres Strait Islander students into nursing degrees have made minimal impact on the number of registered nurses working in Australia's healthcare sector. Yet increasing the number of Indigenous nurses remains one of the most important objectives in strategies to close the health gap between Indigenous and non-Indigenous people. Poor retention of Aboriginal and Torres Strait Islander students in a Bachelor of Nursing Science degree offered in far north Queensland, Australia, indicates the need for a different approach to support and retain Indigenous students. This action research study used a decolonizing methodology and was conducted at a satellite university campus in a remote Torres Strait Island community. Researchers trialled the use of a mentoring circle to support and retain nursing students and interviewed mentors and mentees about their experiences. Grounded theory methods were used to analyse the data. Findings indicated a growth in participant students’ emotional intelligence as a result of participating in a mentoring circle. Students developed confidence, formed a group identity, better-negotiated the university environment, became more effective communicators and supported one another through difficulties. The mentoring circle model improved students' university experience and its use should be considered by tertiary educators working with Indigenous students. 相似文献
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This study investigates instructors’ attitudes about student ratings of instruction. The sample consisted of 357 instructors
at a major Canadian university, where student evaluation is carried out in all courses at the end of each term. Instructors
tend to agree that the student rating practice is an acceptable means of assessing institutional integrity, and is useful
to administrators in making summative decisions. However, they consider the student evaluations only marginally valuable in
their impact on enhancing instruction. Implications for the development of student ratings are discussed. 相似文献
79.
The role of topic‐related background knowledge in visual attention to illustration and children's word learning during shared book reading 
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下载免费PDF全文 Tanya Kaefer 《Journal of Research in Reading》2018,41(3):582-596
The purpose of this study was to examine how background knowledge of a topic may influence children's attention to different elements of storybook illustrations and how that influences word learning. Forty‐one kindergarten students were administered a test about a familiar topic (i.e., birds). Participants were then read either a fictional story about a familiar topic (birds) or a fictional story about a novel topic (wugs) on an eye‐tracker monitor. Results suggest that, for children who heard the familiar story, those who knew more about the category were faster to orient to the illustration of the novel word than children with lower background knowledge. Accordingly, children who were faster to orient to the illustration were more likely to learn the word. These results may suggest that one mechanism by which background knowledge improves implicit learning in shared‐book reading contexts is by guiding attention to the named elements of the illustrations. 相似文献
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