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PubMedDate not supplied

Learning to be a normal mother: empowerment and pedagogy in postpartum classes.

This qualitative study, which was conducted in the summer of 1992, presents the findings of how six first-time mothers and two public health nurses experienced pedagogical practices within postpartum classes offered by two public health units in Ontario, Canada. How concerns and aspirations of new mothers were constructed and mediated in the postpartum class are analyzed using concepts from poststructuralist and feminist methodologies. This study goes beyond an analysis of individual teaching and learning styles and discusses how social structures of isolation, investment in a medical discourse, and processes of normalization construct an individual's experiences and practices of mothering, which in turn influence pedagogical practices in postpartum classes. Issues of empowerment, language, support, and knowledge exchange are discussed.

Adult↗
PubMed2001

[Clinic admission?--but not without my child!].

Since the end of the 1990s the Westfälische Klinik Lengerich has offered an inpatient psychiatric treatment of an psychiatric ill parent--combined with a pedagogic attendance of the child taken along. The following article describes our experience in that matter, from a ward concentrated on psychotherapy. In selected examples supposed patterns of interaction--following the specific disease--are represented from both the psychotherapeutic und the pedagogic point of view. In practice our plan of treatment and attendance has proved successful for the wellbeing of the patients and their children. Remains to be hoped that--despite difficulties in organisation which will have to be overcome--similar offers can be made in regional psychiatric attendance.

Adult↗
PubMed2001

Improving teachers' skills in working with 'problem' residents: a workshop description and evaluation.

Working with 'problem' residents is a common challenge in medical education. This article describes a workshop designed to improve teachers' skills in this area as well as the results of an evaluation conducted to assess its effectiveness. Workshop modules focused on defining the problem, confirming the diagnosis, designing and implementing the intervention, and assuring residents' rights. Feedback on the workshop indicated that the participants were satisfied with the workshop content and format, and that they particularly valued the framework by which to analyze resident problems, gather relevant information, and design the intervention. Results on a self-assessment questionnaire indicated that the participants increased their knowledge in problem definition, data gathering, and the principles underlying an intervention strategy. This experience suggests that a two-day workshop focusing on the 'problem' resident can increase teachers' skills in working with 'problem' residents and can be adapted to diverse settings and disciplines.

Journal Article↗
PubMed2002

Teaching thanatology in a foreign country: implications for death educators.

Although an increasing number of death educators will have the opportunity to teach abroad, many may not be fully aware of the issues that arise in intercultural instruction and are not prepared to handle the pedagogical challenges associated with teaching thanatology in a foreign country. On the basis of experience of teaching in China, the author describes the challenges of intercultural teaching, strategies for adapting instruction to address the pedagogical obstacles, and the ways an international teaching experience can enrich instruction.

China↗
PubMed2005

Key elements for interprofessional education. Part 1: the learner, the educator and the learning context.

This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the "who, what, where, when and how" related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.

Canada↗
PubMed2002

A description of a community-oriented cum PBL post graduate training course for health districts managers in Central Africa.

CIESPAC (Centre inter-états d'Enseignement en SantéPublique pour l'Afrique centrale), a sub-regional public health training institution, originally located in Brazzaville, was created with the vocation of providing Central African countries with qualified health services managers (the turbulent events that occurred in Brazzaville in June 1997 prompted the transfer of the institution to Yaoundéin Cameroon). It offers several courses, the most recent of which culminates with a professional diploma in public health and targets mainly potential health district managers (DPSP--Diplôme Professionnel en SantéPublique). This paper reviews the first four-year experience of implementing the "community-oriented problem-based learning" (PBL) pedagogic approach in francophone Africa. About 70 health professionals (mainly MD and diploma nurses) were trained, using the PBL approach, within a period of three years. Practical field training activities involving the neighbouring urban communities of the institution as training sites were given a key place in the course and thus allowed trainees to perceptively appraise the priority health problems of a district. The most important thing trainees learnt during this course was how to learn. Some of them were also able to participate in some operational research. From this experience, it is clear that trainees are coached to learn solving problems on their own for the rest of their professional career. The neighbouring community of a training institution, when properly approached, can provide a very fertile teaching ground where trainees can acquire first hand practical experience in learning to collaborate with local communities. However, the PBL pedagogic approach requests a mutual understanding between trainees and trainers. As such there is a need for a careful selection of trainees and, even more importantly, for a critical mass of competent and motivated trainers.

Journal Article↗
PubMed2004

Learning and understanding in virtual teams.

There are sufficient reasons to conclude that virtual education is not just hype. There are, among others, economic motivations such as bringing one learning module to a larger audience of learners, and pragmatic reasons such as achieving flexibility in time and space for learning, which is especially important for adult learners. However, from a pedagogic point of view there are some doubts. Current technologies meant for learning and working in teams are often designed for functional collaboration (e.g., sharing documents, communicating), but fail to support learning, understanding and team forming (e.g., carrying out pedagogically adequate tasks, understanding each other's work and group dynamic processes) in virtual teams. In order to understand virtual teams, we need to know how we can study learning and understanding in virtual teams. Interesting research questions are: Which concepts are important in understanding virtual teams? How can we measure those concepts, and in what type of setting (e.g., experimental study, case study)? The aim of this special issue is to provide and discuss concepts and pragmatic insights in research on learning and understanding in virtual teams. The aim of this article is to set the stage for those articles.

Adult↗
PubMed1999

Bilingual-bicultural models of literacy education for deaf students: considering the claims.

As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and research information. If proponents of bilingual education for deaf children truly rely on 'research on the benefits of native sign language and from theoretical and research support coming from other disciplines' (Ewoldt, 1996, p. 5) to support their claims, then these research and theoretical supports must be examined as comprehensively, and holistically, as possible. Weaving together only a few threads of theory and research does not create the fabric for a pedagogical position that can withstand close scrutiny and analysis.In this article, we will touch on some of the major claims made in explications of bilingual models of literacy education for deaf students (Baker, 1997; Livingston, 1997; Mashie, 1995; Mason & Ewoldt, 1996). Our goal is to broaden the scope of the discussion on some of the major arguments and to encourage an expanded dialogue in this ongoing debate. It is not our aim to argue against the concept of bilingual education for deaf students nor to advocate the exclusion of native sign languages from the classroom. Rather, we support the concept of a bilingual education for deaf students with native sign languages playing a key role; however, we contend that the model as it is currently conceived requires further scrutiny and analysis.

Journal Article↗
PubMed2004

Critical health promotion and education--a new research challenge.

In relation to health promotion and education, the use of post-positivist and constructivist approaches has been gathering strength in recent years. Despite this emerging tradition, little has been done to explore what this sort of approach actually represents, particularly in terms of health promotion in schools, professional organizations and wider society. Acknowledging this, it is suggested that more researchers in this area should be adopting qualitative approaches-including semi-structured interviews, focus groups, story/dialogue workshops and developmental schemes of health education-in order to uncover the hidden meaning of 'health promotion', particularly in the school context. This paper therefore attempts to challenge the idea that traditionalist paradigms of positivist research are capable of appropriately representing the nature and complexity of the health promotion issues. In this paper, methodological and theoretical frameworks that can enable researchers to understand health promotion from the perspective of students, teachers and school 'stakeholders' are suggested. Particular attention is given to a discussion of the potential value of designing and implementing programmes of health education or promotion using a critical pedagogical approach within schools in the UK. It is argued that programmes using a critical pedagogical and reflective approach, and which are aimed at social transformation, would be of enormous benefit to both researchers and educational/health professionals who are seeking to understand the complexity of health promotion issues from the perspective of children and adolescents.

Health Education↗
PubMed1994

The ethics of learning and teaching medicine.

During the second half of the twentieth century, medicine turned its attention to the ethics of practice. A large and important literature has developed that clarifies the problems generated in the treatment of illness. The same focused attention now should be given to ethical issues and relationships connected with teaching and learning in medicine and to elaborating an ethics of education. Pedagogic relationships anticipate professional relationships. The associations that medical students form with teachers, patients, school, and each other, and the values that shape them have a great influence in determining the sort of physicians students will be. This article examines ethical principles and their application to the relationships and pedagogic problems encountered in studying and teaching medicine. It shows how the introduction of ethics into these areas can not only help students and teachers but also enhance the standing of teaching itself.

Beneficence↗
PubMed2006

Viewpoint: power and communication: why simulation training ought to be complemented by experiential and humanist learning.

The authors present an analysis of communication training for medical students using simulation patients, and its possible influence on later doctor-patient relationships. Many empirical studies have shown the various benefits of using simulation patients to teach communication skills, but theoretical sociology and humanistic reflection shed light on some fundamental differences between the student-doctor/actor-patient interactions practiced in simulation encounters and real doctor-patient relationships. In contrast to the usual power dynamics of a doctor-patient relation, those of simulation encounters are inverted and overwritten by an entirely different set of power relations, namely, those of the evaluator-student relationship. Since the power dynamics of real doctor-patient relations are generally overlooked, the altered dynamics of the simulation encounter are not readily perceived, and simulation encounters are thus often mistaken as accurate representations of clinical reality. Exclusive reliance on this pedagogic approach of simulation training may be encouraging students to become "simulation doctors" who act out a good relationship to their patients but have no authentic connection with them. The authors propose that liberal-arts learning and encounters with real patients should be used to cultivate students' abilities to create good doctor-patient relationships, as a compliment to the pedagogic benefits of simulation encounters.

Communication↗
PubMed2001

Creating a research base for nursing education: an interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies.

The National League for Nursing Priorities for Nursing Education Research calls educators (1) to increase their pedagogic literacy to meet the challenges of the changing social, health care, and educational worlds and (2) to develop research-based pedagogies for nursing. This interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies facilitates the pedagogic literacy of faculty members and provides a background for research-based nursing education. An example of a research-based pedagogy, Narrative Pedagogy, which developed through interpretive (hermeneutic) studies of the lived experiences of students, teachers, and clinicians in nursing education, is explicated.

Education, Nursing↗
PubMedDate not supplied

Using synchronous software in Web-based nursing courses.

To promote learning and enhance immediacy and satisfaction, a college of nursing at a large research I southern university undertook a pilot project to incorporate synchronous classroom software into an ongoing online program. Two synchronous class sessions using voice over Internet protocol were offered in the Community/Public Health Nursing course through Elluminate Live! Upon conclusion of the lecture, students were divided into breakout groups to work on group projects. Surveys were administered to the students and faculty before and after the class sessions. Evaluation of the pedagogical strategies used in the synchronous sessions was conducted by instructional technology faculty. Students in the pilot group reported higher levels of satisfaction with the Web-based course with synchronous sessions. In addition, students reported that group time at the end of the session was helpful for completing group projects. A majority responded that synchronous session activities and assignments facilitated their understanding of course content. This article presents a description of the synchronous classroom pilot project along with recommendations for implementation and pedagogical approaches.

Adult↗
PubMed2005

Evaluation of the concept of supervision related to public health nurses in Norway.

AIM: The aim of the study is to clarify the concept of supervision by means of concept analysis, in order to evaluate the concept's application to the practise of public health nurses. BACKGROUND: According to the World Health Organization, a change in strategies for improving public health is necessary. This change demands new strategies. There exists little research concerning intervention strategies in public health. The concept of supervision is well used, but neither well-defined nor well described, either within the nursing discipline or across disciplinary boundaries. METHODS: The method is a review of literature. Twenty scientific papers covering the years 1996-2001 are analysed, using a concept-analysis methodology. FINDINGS: Supervision can be defined as a formal, pedagogical, relational enabling process, related to professional competence. Relationship and dialogue are central aspects. Supervision is based on theory and humanistic values, has a normative, formative and restorative function. The supervisor's competence is of great importance. Supervision has unclear boundaries with concepts such as psychotherapy, consultation and counselling. CONCLUSION: The concept of supervision as described in the selected papers is applicable to public health nurses' supervision of clients, with adaptation caused by the contextual variation of the relationship. Related to clients, supervision can be defined as a formal, pedagogical, relational enabling process with the purpose to strengthen resources, enhance assertiveness and improve independence and coping. It is necessary that registered public health nurses have the competence to supervise.

Humans↗
PubMed1995

An innovative examination ending the medical curriculum.

There has been increasing interest in curriculum innovation in many medical schools. The pedagogic principles for learning and for assessment should be congruent. Changing the curriculum and pedagogic principles for medical education implies that the examinations should also be adapted to the new principles. At the Faculty of Health Sciences, Linköping University, we use a student-oriented programme with problem-based learning, early patient contact, multiprofessional integrated education, and integration between basic science and clinical medicine and between traditional medical subjects. We also encourage the students to adopt a scientific attitude from the very beginning. To assess the students at the conclusion of the medical curriculum, we have developed a new form for the final examination containing measurements of clinical ability based on a videotaped patient consultation, an assessment of the student's performance and presentation of a scientific project, the student's analysis of a published scientific paper and an extensive oral examination based on the students' own scientific papers. Our experience, including results from questionnaires to students and teachers, is that the method is suitable for a final examination and assesses qualities that we previously were not able to assess.

Adult↗
PubMed1992

Relaxation training as an integral part of caring activities for cancer patients: effects on wellbeing.

The purposes of this study were twofold. The first was to investigate if relaxation training conducted by nurses as an integral part of their caring activities affected breast cancer patients' experiences of radiotherapy sessions as well as their general wellbeing. Second was to evaluate a pedagogical model for large scale application of relaxation training as an integral part of caring. The sample consisted of 64 consecutive outpatients with breast cancer at a Swedish oncology clinic, receiving their first radiotherapy treatment course following surgery. Every second patient was assigned to an experimental group (n = 32, mean age: 59.5 years) and every other second patient was assigned to a control group (n = 32, mean age: 60.0 years). The programme resulted in the following general effects: fewer perceived daily hassles and a more cheerful overall mood state. The following treatment situation specific effects were noted: programme participants appraised the treatment sessions as successively more benign-positive and less threatening. They also reported more perceived muscular tensions during treatment sessions. Most goals concerning the routinization of the pedagogical model were reached.

Aged↗
PubMed1997

Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations.

BACKGROUND: Anxiety is an important consideration in teaching, with implications for classroom success. AIMS: We investigated the nature of anxiety in student teachers. SAMPLES: Approximately 1000 student teachers in Canada were involved in four studies to explore education-related anxieties. METHODS: Incorporating a cross-cultural focus, student teachers were tested on an anxiety measure designed for British student teachers, then examined for (1) the impact of practice teaching, (2) the value of instructional preparation, (3) demographic variables, and (4) models that predict anxiety. RESULTS: Anxiety factors (i.e., evaluation, pedagogical, class management, and staff relations), similar to those for British participants, emerged with evaluation anxiety being highest. A practice teaching experience generated reduced anxiety for both sexes, but more so for females, with the greatest reductions for evaluation and pedagogical anxiety. In one study, participants reported anxieties prior to instruction (PRETEST), following instruction (POST-INSTR) and following practice teaching (POST-TEACH). Females showed higher anxiety ratings than males (PRETEST and POST-INSTR) but were comparable to males after practice teaching. Females in the lower grades division showed higher anxiety scores. Anxiety decreased between PRE-TEST and POST-INSTR for all four scales, and between POST-INSTR and POST-TEACH for evaluation, pedagogy and staff relations; however, class management anxiety did not decrease after practice teaching. Also, anxiety increased as placement grade level decreased. All models (demographic, experiential, and dispositional) were predictive but the best predictor was the psychological disposition to feel overwhelmed. CONCLUSIONS: Student-teacher anxieties are related to demographic variables, experiential variables, and dispositional variables.

Adult↗
PubMed2004

[Contraception and proception--competence of the gynaecologist in the planning of a woman's life].

Contra- and proception provoke different answers in our country and culture than globally speaking, particularly regarding non-industrialized nations. Contraception should be viewed as a means of preventive medicine, especially as a means of avoiding the psychosocial emergency of an unwanted pregnancy and potentially subsequent pregnancy termination. In this light, contraceptive counselling to teenagers is of particular importance. Reliable contraception does not cause a change of morals but supports and facilitates lifestyle and provides security. This aspect interacts closely with social and family politics. The integration of contraception into a woman's concept of life is decidedly dependent on these circumstances. The gynaecologist is a participant in the development of this concept, particularly for women who initially practice contraception, often in pursuit of a professional career, and later--often too late or perhaps never--bear an only child with maximal intention or potentially even after assisted reproductive medical intervention. The initially desired infertility frequently turns into the unfulfilled desire to bear children. The issues at hand are innovative social and sexual pedagogics that eliminate the separation between career and family. In the awareness of this pedagogic task, gynaecologists participate in the design of a woman's life concept as well as in the demographic change of society.

Abortion, Induced↗