Creativity in the Content Areas

2021 ◽  
pp. 179-219
Author(s):  
Alane Jordan Starko
Keyword(s):  
1998 ◽  
Vol 6 (3) ◽  
pp. 310-319
Author(s):  
Kevin M. Marett ◽  
Rae Jeanne Memmott ◽  
W. Eugene Gibbons ◽  
Randy L. Bott ◽  
Lee Duke

This article describes how the Neuman Systems Model (NSM) can be used in a two-step process to provide both the form and the function for interdisciplinary client care. The NSM proposes five dimensions of human experience as being necessary for a complete understanding of a client system. This article takes these five content areas—psychological, physiological, spiritual, developmental, and sociocultural—and extrapolates them to their respective disciplines (e.g. nursing, social work, religion, psychology, etc.) to create a comprehensive interdisciplinary model for client care. The NSM also provides a common language and conceptual paradigm, congruent with allied disciplines. A demonstration project incorporating the NSM in the formation and functioning of an interdisciplinary team is described.


2020 ◽  
Vol 41 (S1) ◽  
pp. s70-s70
Author(s):  
Lauren Weil ◽  
Alexa Limeres ◽  
Astha KC ◽  
Carissa Holmes ◽  
Tara Holiday ◽  
...  

Background: When healthcare providers lack infection prevention and control (IPC) knowledge and skills, patient safety and quality of care can suffer. For this reason, state laws sometimes dictate IPC training; these requirements can be expressed as applying to various categories of healthcare personnel (HCP). We performed a preliminary assessment of the laws requiring IPC training across the United States. Methods: During February–July 2018, we searched WestlawNext, a legal database, for IPC training laws in 51 jurisdictions (50 states and Washington, DC). We used standard legal epidemiology methods, including an iterative search strategy to minimize results that were outside the scope of the coding criteria by reviewing results and refining search terms. A law was defined as a regulation or statute. Laws that include IPC training for healthcare personnel were collected for coding. Laws were coded to reflect applicable HCP categories and specific IPC training content areas. Results: A total of 278 laws requiring IPC training for HCP were identified (range, 1–19 per jurisdiction); 157 (56%) did not specify IPC training content areas. Among the 121 (44%) laws that did specify IPC content, 39 (32%) included training requirements that focused solely on worker protections (eg, sharps injury prevention and bloodborne pathogen protections for the healthcare provider). Among the 51 jurisdictions, dental professionals were the predominant targets: dental hygienists (n = 22; 43%), dentists (n = 20; 39%), and dental assistants (n = 18; 35%). The number of jurisdictions with laws requiring training for other HCP categories included the following: nursing assistants (n = 25; 49%), massage therapists (n = 11; 22%), registered nurses (n = 10; 20%), licensed practical nurses (n = 10; 20%), emergency medical technicians and paramedics (n = 9; 18%), dialysis technicians (n = 8; 18%), home health aides (n = 8;16%), nurse midwives (n = 7; 14%), pharmacy technicians (n = 7; 14%), pharmacists (n = 6; 12%), physician assistants (n = 4; 8%), podiatrists (n = 3; 6%), and physicians (n = 2; 4%). Conclusions: Although all jurisdictions had at least 1 healthcare personnel IPC training requirement, many of the laws lack specificity and some focus only on worker protections, rather than patient safety or quality of care. In addition, the categories of healthcare personnel regulated among jurisdictions varied widely, with dental professionals having the most training requirements. Additional IPC training requirements exist at the facility level, but this information was not analyzed as a part of this project. Further analysis is needed to inform our assessment and identify opportunities for improving IPC training requirements, such as requiring IPC training that more fully addresses patient protections.Funding: NoneDisclosures: None


1995 ◽  
Vol 10 (4) ◽  
pp. 411-431 ◽  
Author(s):  
Nuria Carriedo ◽  
Jesús Alonso-Tapia

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.


1993 ◽  
Vol 19 (2) ◽  
pp. 243-267 ◽  
Author(s):  
Suzyn Ornstein ◽  
Lynn A. Isabella

The following provides an overview of the field of careers by focusing on research published in the last four years. The information is organized around the major content areas of the field: attraction/selection, socialization, commitment, mentoring, plateaus, voluntary and involuntary separations, work-family conflicts, and demographic impacts. Some general observations and suggestions for future research directions are offered.


2017 ◽  
Vol 39 (6) ◽  
pp. 733-744 ◽  
Author(s):  
Robert Topp ◽  
Patricia E. Hershberger ◽  
Marilyn Bratt

Nursing associate professors frequently are confronted with increasing responsibilities and fewer resources. These challenges commonly contribute to declines in job satisfaction and may result in departing academe. This article addresses these challenges by providing answers to four common “wicked questions” experienced by nursing associate professors: (a) How do I decline a request from a supervisor to take on additional responsibilities while continuing to support the mission of the school and advance my own scholarly productivity? (b) How do I handle the workload of multiple doctoral students with a variety of content areas that are different from my own and maintain my own level of productivity? (c) How do I handle expectations for more service, and leadership for the school, university, and professional organizations, yet the teaching and research responsibilities have not changed or have increased? and (d) What are some additional tips to being a more productive nursing associate professor?


2017 ◽  
Vol 61 (4) ◽  
pp. 371-379 ◽  
Author(s):  
Emily C. Rainey ◽  
Bridget L. Maher ◽  
David Coupland ◽  
Rod Franchi ◽  
Elizabeth Birr Moje

10.18060/133 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 81-103 ◽  
Author(s):  
Valerie D. Decker ◽  
Philip D. Suman ◽  
Barb J. Burge ◽  
Ankita Deka ◽  
Melanie Harris ◽  
...  

The authors reviewed 67 articles that discussed and/or tested human behavior theories from social work journals published in 2004 in order to assess the level and quality of theory progression. The articles were further sorted into Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Foundation Curriculum content areas of HBSE, practice, policy, field education, values & ethics, diversity, populations-at-risk/social and economic justice, and research for purposes of categorization. Results indicated that HBSE and practice were by far the largest group of articles reviewed.Also found was that social work has a limited amount of theory discussion in the content areas of field, values and ethics, diversity, and populations-at-risk/social and economic justice. Thirty-three articles were found to demonstrate theory progression, eight articles presented new/emerging theories, and 26 articles discussed or critiqued theories without presenting evidence of theory progression.


2020 ◽  
Author(s):  
Hyo-Jeong So ◽  
Hyeran Lee ◽  
Seak-Zoon Roh

Considering the increasing demand for microlearning in informal learning spaces, the main purpose of this research is to examine the design of microlearning perceived by adult learners and experts in Korea. The research questions include: (1) what modality and content length do adult learners perceive to be relevant for microlearning? (2) what content areas do adult learners perceive to be relevant for microlearning? and (3) what are the expected impacts and future directions of microlearning perceived by the experts? The participants include 11 e-learning experts and 326 adult learners working in the fields of science and technology. Data were collected from the learner survey, focus group interview, and expert survey. Overall, this study found that adult learners tend to have some conflicting opinions about the content areas perceived to be relevant for e-learning and microlearning. The design of content that takes the modality of video consumed within 3-5 minutes was considered to be the most relevant for microlearning. Experts perceived that microlearning is an efficient and effective direction for adult learners to enhance professional knowledge and to broaden informal learning opportunities. However, the experts were less positive about the potential of microlearning for increasing convergence research and learning transfer. There was a considerable gap between desirability and feasibility in the directions toward integrating microlearning with advanced technologies. Based on the key findings, we discuss some implications concerning the design of microlearning for adult learners’ informal learning. Cite as So, H-J., Lee, H., Roh, S-Z. (2020) Examining the Design of Microlearning for Korean Adult Learners. Computer-Based Learning in Context, 2(1), 40-53. DOI: 10.5281/zenodo.4057859


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