Therapists and #MeToo: A Qualitative Survey of Personal Reactions and Professional Experiences

2021 ◽  
pp. 1-29
Author(s):  
Rebekah Smart ◽  
Alexandria Dilley ◽  
Melissa L. Ward ◽  
Sapna B. Chopra
Keyword(s):  
Professional Experiences ◽  
Qualitative Survey

Qualitative Survey of Graduate Practice — An Intervention for Young Unemployed Jobseekers in Slovakia

2019 ◽  
Vol 10 (9) ◽  
pp. 910-918
Author(s):  
Lucia Svabova ◽  
◽  
Vladimir Borik ◽  
Marek Durica ◽  
Johanna Grudin ◽  
...  
Keyword(s):  
Labour Market ◽  
Qualitative Evaluation ◽  
Work Experiences ◽  
The European Union ◽  
State Budget ◽  
Active Labour Market Policy ◽  
Potential Employer ◽  
Qualitative Survey ◽  
Ex Post ◽  
Active Labour

Active labour market policy interventions are vide used tool of a government against unemployment. One of the most frequently used intervention for young jobseekers in Slovakia is a Contribution for Graduate practice. This measure is intended for young unemployed jobseekers as a tool of gaining first contact with the open labour market and with potential employer and gaining first work experiences. In this paper we present a qualitative survey of Graduate practice that was made as an ex-post evaluation of this intervention by its participants in Slovakia. This evaluation of the intervention was carried out at the request of the European Commission not only in Slovakia but also in several countries of the European Union. The qualitative evaluation, as a part of this rigorous intervention evaluation, provides feedback from the real intervention participants and brings some suggestions to improve the parameters and conditions of Graduate practice intervention and its realization. These improvements are useful not only for participants themselves, for companies in which young graduates are employed but also for the state budget in the form of returned or saved invested funds because of better functioning of the intervention. Based on the results of this feedback from its real participants, some parameters, conditions and details of the Graduate practice intervention have been changed and added in Slovakia.

‘Are we on the same wavelength?’ International nurses and the process of confronting and adjusting to clinical communication in Australia

2017 ◽  
Vol 13 (3) ◽  
pp. 263-274 ◽  
Author(s):  
Tonia Crawford ◽  
Peter Roger ◽  
Sally Candlin
Keyword(s):  
Communication Skills ◽  
Thematic Analysis ◽  
Care Setting ◽  
Linguistically Diverse ◽  
The Other ◽  
Culturally And Linguistically Diverse ◽  
Central Theme ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Professional Experiences

Effective communication skills are important in the health care setting in order to develop rapport and trust with patients, provide reassurance, assess patients effectively and provide education in a way that patients easily understand (Candlin and Candlin, 2003). However with many nurses from culturally and linguistically diverse (CALD) backgrounds being recruited to fill the workforce shortfall in Australia, communication across cultures with the potential for miscommunication and ensuing risks to patient safety has gained increasing focus in recent years (Shakya and Horsefall, 2000; Chiang and Crickmore, 2009). This paper reports on the first phase of a study that examines intercultural nurse patient communication from the perspective of four Registered Nurses from CALD backgrounds working in Australia. Five interrelating themes that were derived from thematic analysis of semi-structured interviews are discussed. The central theme of ‘adjustment’ was identified as fundamental to the experiences of the RNs and this theme interrelated with each of the other themes that emerged: professional experiences with communication, ways of showing respect, displaying empathy, and vulnerability.

STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Group Discussion ◽  
Target Language ◽  
Study Program ◽  
Class A ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Integrative Motivation ◽  
Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?

2020 ◽  
Vol 81 (3) ◽  
pp. 120-126
Author(s):  
Jennifer Brady
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Determinants Of Health ◽  
Structural Determinants ◽  
Social Justice Advocacy ◽  
Dietetic Education ◽  
Qualitative Survey ◽  
The Social ◽  
Reflexive Practice ◽  
And Training

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.

scholarly journals The unique effects of Covid-19 – A qualitative study of the factors that influence teachers’ acceptance and usage of digital tools

2021 ◽  
Author(s):  
Olivia Wohlfart ◽  
Tim Trumler ◽  
Ingo Wagner
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Secondary School Teachers ◽  
Digital Tools ◽  
Federal State ◽  
Distance Teaching ◽  
School Teachers ◽  
Technological Infrastructure ◽  
Professional Experiences ◽  
Acceptance Model

AbstractThe objective of this study is to examine the factors that influence teachers’ acceptance of digital tools for undertaking distance teaching during the Covid-19 pandemic. Based on the variables of the technology acceptance model, we have conducted interviews with 15 secondary school teachers with varying degrees of professional experiences and combinations of subjects, from the federal state of Baden-Wuerttemberg in Germany and analyzed the same. The results indicate that, other than user motivation, three areas, namely “regulations and specifications,” “technological infrastructure,” and “heterogeneity of students and teachers,” affect the adoption of digital tools. The Covid-19 pandemic, which inevitably led teachers to embrace digital tools, positively influenced the perception and immediate usefulness of digital tools. We assert that no other variable would have been able to universally influence technology usage and acceptance to such an extent as to replicate the findings of our study and simultaneously highlight the uniqueness of the current situation and the necessity for examining its impact.

Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves

2021 ◽  
Vol 32 (1) ◽  
pp. 5-16
Author(s):  
Jan Adversario
Keyword(s):  
Adult Learning ◽  
Phenomenological Study ◽  
Possible Selves ◽  
Professional Experiences ◽  
Future Selves ◽  
Research Questions ◽  
Qualitative Phenomenological ◽  
Adult Immigrants ◽  
Possible Selves Theory ◽  
Qualitative Phenomenological Study

This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.

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