Curatorial Practices: a call for architectural critical action

Purpose The purpose of this paper is to describe a hybrid approach to the research developed during a multi-researcher, ethnographic study of NHS management in the UK. Design/methodology/approach This methodological paper elaborates a hybrid approach to the sociological analysis – the critical-action theory – and indicates how it can contribute to the critical health management studies. Findings After exploring the various theoretical, methodological and philosophical options available, the paper discusses the main research issues that influenced the development of this perspective and the process by which the critical-action perspective was applied to the studies of managerial work in four health service sectors – acute hospitals, ambulance services, community services and mental healthcare. Research limitations/implications This methodological perspective enabled a critical analysis of health service organisation that considered macro, meso and micro effects, in particular and in this case, how new public management drained power from clinicians through managerialist discourses and practices. Practical implications Healthcare organisations are often responding to the decisions that lie outside of their control and may have to enact changes that make little sense locally. In order to make sense of these effects, micro-, meso- and macro-level analyses are necessary. Originality/value The critical-action perspective is presented as an adjunct to traditional approaches that have been taken to the study of health service organisation and delivery.

Download Full-text

Hardwired Critical Action Panels for Emergency Preparedness:

Design, User Experience, and Usability. User Experience Design for Everyday Life Applications and Services - Lecture Notes in Computer Science ◽

10.1007/978-3-319-07635-5_32 ◽

2014 ◽

pp. 326-337

Author(s):

Bojana Petkov ◽

Alf Ove Braseth

Keyword(s):

Emergency Preparedness ◽

Critical Action

Download Full-text

Career Education and Integrated Curriculum

International Journal of Research in Business and Social Science (2147-4478) ◽

10.20525/ijrbs.v7i3.878 ◽

2018 ◽

Vol 7 (3) ◽

pp. 18-35

Author(s):

Ana Isabel Gonzalez-Herrera ◽

Yolanda Márquez-Domínguez

Keyword(s):

Action Research ◽

Integrated Curriculum ◽

Career Education ◽

Research Process ◽

Research Perspective ◽

Critical Action ◽

Curriculum Project ◽

Critical Action Research ◽

Teaching Learning ◽

The Impact

The article presents an action research process for the improvement of Vocational Guidance and Career Education in a school center in Santa Cruz de Tenerife (Canary Islands). The research perspective, from a collaborative and critical work, responds to the need to improve the teaching-learning practice. Priority is given to the ulterior need to improve learning for all students and increase the impact of their journey through school by means of an educational attention and guidance based on a curriculum project with an integrated and global Career Education and Guidance. Finally, results, process and conclusions are displayed of the two years of critical action research carried out by the different educational agents participating.

Download Full-text

Institutional social engagement

Filozofija i drustvo ◽

10.2298/fid1602429p ◽

2016 ◽

Vol 27 (2) ◽

pp. 429-435

Author(s):

Snjezana Prijic-Samarzija

Keyword(s):

Public Good ◽

Social Engagement ◽

Social Reality ◽

Social Practices ◽

Collective Identities ◽

Social Agents ◽

The Public ◽

A Value ◽

Critical Action ◽

Institutional Engagement

I am referring to social engagement as a value-based choice to actively intervene in social reality in order to modify existing collective identities and social practices with the goal of realizing the public good. The very term ?engagement?, necessarily involves the starting awareness of a social deficit or flaw and presupposes a critical attitude towards social reality. In this article, I will attempt to provide arguments in favour of the thesis about the possibility (and, later, necessity) of institutional engagement, critical action and even institutional protest, basing this view on the thesis that institutions are fundamentally collective or social agents whose actions must be guided by ethical and epistemic virtues.

Download Full-text

Simulation-Based Assessment of Graduate Neurology Trainees’ Performance Managing Acute Ischemic Stroke

Neurology ◽

10.1212/wnl.0000000000012972 ◽

2021 ◽

pp. 10.1212/WNL.0000000000012972

Author(s):

Melissa B Pergakis ◽

Wan-Tsu W Chang ◽

Ali Tabatabai ◽

Michael S. Phipps ◽

Benjamin Neustein ◽

...

Keyword(s):

Ischemic Stroke ◽

Acute Stroke ◽

Acute Ischemic Stroke ◽

Stroke Management ◽

Delphi Approach ◽

Cerebral Herniation ◽

Sum Score ◽

Simulation Based ◽

Critical Action ◽

Attending Physicians

Background and ObjectivesMultidisciplinary acute stroke teams improve acute ischemic stroke management but may hinder trainees’ education which in turn may contribute to poorer outcomes in community hospitals upon graduation. Our goal was to assess graduate neurology trainee performance independent of a multi-disciplinary stroke team in the management of acute ischemic stroke, tissue plasminogen activator (tPA)-related hemorrhage, and cerebral herniation syndrome.MethodsIn this prospective, observational, single-center simulation-based study, participants (sub-interns to attending physicians) managed a patient with acute ischemic stroke followed by tPA-related hemorrhagic conversion leading to cerebral herniation. Critical actions were developed by a modified Delphi approach based on relevant American Heart Association guidelines and the Neurocritical Care Society’s Emergency Neurological Life Support protocols. The primary outcome measure was graduate neurology trainees’ critical action item sum score. We sought validity evidence to support our findings by comparing trainees’ performance across four levels of training.ResultsFifty-three trainees (including 31 graduate neurology trainees) and five attending physicians completed the simulation. The mean sum of critical actions completed by graduate neurology trainees was 15/22 (68%). Ninety percent of graduate neurology trainees properly administered tPA, 84% immediately stopped tPA infusion following patient deterioration, but only 55% reversed tPA according to guidelines. There was a moderately strong effect of level of training on critical action sum score (level 1 mean score [standard deviation (SD)] = 7.2 (2.8) vs. level 2 mean score (SD) = 12.3 (2.6) vs. level 3 mean score (SD) = 13.3 (2.2) vs. level 4 mean score (SD) = 16.3 (2.4), p < .001, R2 = 0.54).DiscussionGraduate neurology trainees reassuringly perform well in initial management of acute ischemic stroke, but frequently make errors in the treatment of hemorrhagic transformation after thrombolysis, suggesting the need for more education surrounding this low frequency, high-acuity event. High-fidelity simulation holds promise as an assessment tool for acute stroke management performance.

Download Full-text