Helsekulturer” Hvordan kan sykepleiestudenter øke sin kulturkompetanse?

Abstract”Health cultures”How can nursing students improve their knowledge about different cultures?A learning project for nursing students and multilingual students in high school.Norway is a multicultural society, and the need for knowledge about different cultures will be present in several professions, including nursing. During practice, nursing students will most probably meet immigrants, either as a colleague or a patient. Do students have enough knowledge about their cultural background, and how can this knowledge be acquired? Is it possible to create "cultural meetings" when they are in practice, so nursing students can get to know different cultures during their education? Working together with multilingual students in high school can be a way to create cultural meetings. Such cooperation can provide mutual learning, community and integration. The learning project "Health Cultures" is based on cultural meetings and uses project as learning method. The project is conducted while students are in practice in municipal health services.

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KEMAMPUAN GURU SMA DALAM MEMBUAT SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING

Jurnal Penelitian Kebijakan Pendidikan ◽

10.24832/jpkp.v11i3.208 ◽

2019 ◽

Vol 11 (3) ◽

pp. 131-145

Author(s):

Yudhi Saparudin

Keyword(s):

High School ◽

Learning Community ◽

High School Teachers ◽

Research Method ◽

Problem Based Learning ◽

School Teachers ◽

Teacher Capacity ◽

Peer Supervision ◽

Descriptive Research ◽

Supervision Model

ABSTRAKPenelitian ini bertujuan untuk mengkaji kemampuan guru SMA dalam membuat silabus dan rencana pelaksanaan pembelajaran (RPP) berbasis problem based learning (PBL) yang merujuk pada Permendikbud Nomor 22, Tahun 2016. Metode penelitian yang digunakan adalah penelitian deskriptif. Subjek penelitiannya adalah SMA YPKKP Bandung. Hasil penelitian menunjukkan bahwa kemampuan guru dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016 menunjukkan bahwa membuat penilaian merupakan komponen yang paling kecil persentasenya sebesar 46%. Untuk meningkatkan kemampuan guru yang belum optimal maka perlu dikembangkan model supervisi akademik dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016. Simpulannya model supervisi akademik yang digunakan harus dapat menumbuhkan learning community dan pemberdayaan supervisi teman sejawat.Â Â ABSTRACTThis study aims to analyze the ability of high school teachers in making syllabus and Learning Implementation Plan (LIP) based on Problem Based Learning (PBL) which refers to Permendikbud Number 22, 2016. The research method used is descriptive research. The results showed that the profile of the teacherâ€™s ability to make PBL-based syllabus and RPP which refers to Permendikbud Number 22, 2016 shows that the component in making assessment with the smallest percentage of 46%. In improving teacher capacity that is not optimal, it is necessary to develop an academic supervision model in making syllabus and LIP based on PBL that refers to Permendikbud Number 22, 2016. The conclusion is that the academic supervision model used must be able to foster learning community and support peer supervision.

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A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

Journal of Nursing Education and Practice ◽

10.5430/jnep.v8n7p91 ◽

2018 ◽

Vol 8 (7) ◽

pp. 91 ◽

Cited By ~ 2

Author(s):

Constance E. McIntosh ◽

Cynthia Thomas ◽

Andrew Edwards

Keyword(s):

Nursing Students ◽

Skill Acquisition ◽

Personal Experience ◽

Clinical Training ◽

Autism Spectrum ◽

Standardized Patient ◽

Clinical Experiences ◽

Clinical Simulation ◽

Patient’S Experience ◽

Working Together

Simulated clinical experiences are an alternative to on-site clinical training. Focused simulations allow for teaching, clinical feedback, and adjustments in patient interaction strategies conducted in controlled real-time environments. Simulations allow nursing students to develop skill acquisition, improve critical thinking, problem-solving, and decision making especially when using a standardized patient (SP). The International Organization for Clinical Simulation and Learning defines and SP as an individual specifically educated to depict a patient or person with a particular condition or behavior in a realistic, consistent and repeatable method and educated to consistently represent a patient or person in a scripted situation to instruct, practice, and evaluate. While there is a plethora of information about the participants experience with the simulation process little is known about the SP’s personal experience. This paper discusses the standardized patient’s experience and the faculty viewpoints after several autism simulations were implemented.

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To Where Teachers Learn: Following the Yellow Brick Road

LEARNing Landscapes ◽

10.36510/learnland.v8i1.689 ◽

2014 ◽

Vol 8 (1) ◽

pp. 193-211

Author(s):

Narrative Inquiry Group

Keyword(s):

Professional Development ◽

High School ◽

Teacher Education ◽

Narrative Inquiry ◽

Learning Community ◽

Research And Practice ◽

Inquiry Group ◽

Collective Experience ◽

Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

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Empowering Teacher of Religious Education in Multicultural Society

Walisongo Jurnal Penelitian Sosial Keagamaan ◽

10.21580/ws.25.1.1213 ◽

2017 ◽

Vol 25 (1) ◽

pp. 173

Author(s):

M Muslih

Keyword(s):

Content Analysis ◽

Religious Education ◽

Multicultural Society ◽

National Unity ◽

Literary Research ◽

The World ◽

Diverse Society ◽

Cultural Communities ◽

Different Cultures ◽

Religious Understanding

This paper revealed the result of research regarding the position of teacher, focusing on the importance of empowering teacher of religious education in multicultural society, such as Indonesia. Methodologically, it is a qualitative undertaking of literary research. Employing the technique of content analysis this study scrutinized features of multicultural society, an exemplary profile of teacher of religious education, as well as how to empower this kind of teacher in order to fit in with a diverse society. The findings of this research are, multicultural society can be understood as a society which consists of several cultural communities with their overlapping but the distinct conception of the world, a system of meaning, values, forms of social organizations, histories, customs, and practices. The idealized profile of teacher of religious education is a type of teacher who meets the certain qualifications prescribed by Islamic teachings and guided by the law and regulation in Indonesia, in particular. Teacher of religious education has a very important role in preparing students to be good citizens in a multicultural society. Therefore the teacher of religious education must have an awareness that he or she is part of a multicultural society. The teacher should be empowered to instill in his or her students an inclusive religious understanding to make them tolerant and respectful of other people of different cultures and religions, which is essential in order to strengthen harmony and national unity.Makalah ini mengungkapkan hasil penelitian mengenai posisi guru, berfokus pada pentingnya memberdayakan guru pendidikan agama dalam masyarakat multikultural, seperti Indonesia. Secara metodologis, ini adalah sebuah upaya penelitian literatur (kualitatif). Dengan menggunakan teknik content analysis penelitian ini menganalisa features masyarakat multikultural, profil ideal guru pendidikan agama, serta bagaimana memberdayakan guru semacam ini agar sesuai dengan kondisi masyarakat yang beraneka ragam. Temuan penelitian ini adalah, masyarakat multikultural dapat dipahami sebagai masyarakat yang terdiri dari beberapa komunitas budaya dengan konsepsi yang tumpang tindih tapi berbeda tentang dunia, sistem makna, nilai, bentuk organisasi sosial, sejarah, adat istiadat dan praktek. Profil ideal guru pendidikan agama adalah jenis guru yang memenuhi kualifikasi tertentu yang ditentukan oleh ajaran Islam dan dipandu oleh hukum dan peraturan di Indonesia, khususnya. Guru pendidikan agama memiliki peran yang sangat penting dalam mempersiapkan murid-murid untuk menjadi warga negara yang baik di tengah masyarakat multikulural. Oleh karena itu guru pendidikan agama harus memiliki kesadaran bahwa ia adalah bagian dari masyarakat multikultural. Guru tersebut harus diberdayakan untuk menanamkan dalam diri muridnya pemahaman keagamaan yang inklusif untuk membuat mereka toleran dan hormat pada orang lain yang berbeda kultur dan agama, ini penting dilakukan agar dapat mempekuat harmoni dan kesatuan nasional.

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La oposición leal y la práctica del aikido

Revista de Artes Marciales Asiáticas ◽

10.18002/rama.v2i2.302 ◽

2012 ◽

Vol 2 (2) ◽

pp. 64

Author(s):

Jonathan Miller-Lane

Keyword(s):

Martial Arts ◽

Font Size ◽

Multicultural Society ◽

Martial Art ◽

Creative Tension ◽

Unique Manner ◽

Democratic Life

<span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;" lang="EN-US">Discussions regarding martial arts often focus on the unique manner in which different styles respond to a set of common attacks. Indeed, it is in these unique responses that most martial arts distinguish themselves. However, this paper examines the role of the aggressor during training; specifically, in the martial art of Aikido and draws an analogy between the role of an aggressor during Aikido practice and the actions of a member of the loyal opposition in a democracy. A commitment to a set of rules that govern and protect the participants and a commitment to maintain a rich, creative tension mark both the vibrant interactions of an Aikido dojo and democratic life in a multicultural society.

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The paradoxes of gerotranscendence: The theory of gerotranscendence in a cultural gerontological and post-modernist perspective

Norsk Epidemiologi ◽

10.5324/nje.v8i2.464 ◽

2009 ◽

Vol 8 (2) ◽

Author(s):

Kirsten Thorsen

Keyword(s):

Cultural Values ◽

Cultural Change ◽

Individual Development ◽

Font Size ◽

Theoretical Position ◽

Ageing Processes ◽

Historically Situated ◽

Definition Of ◽

Theory Of Gerotranscendence ◽

Different Cultures

ABSTRACTThis article presents a theoretical analysis and discussion of the theory of gerotranscendence, formulatedby Lars Tornstam (University of Uppsala, Sweden). The theory is presented as a meta-theory ofageing, as a theory of universal and general ageing processes. Ageing is seen as an urge (a drive)towards a less engaged posititon in the wordly life, moving towards a higher degree of transcendence,with a more cosmic outlook and another definition of reality. In this article the theory is discussed fromanother theoretical position; Ageing seen in a cultural gerontological perspective, as a varied culturallyand historically situated phenomenon – differing in different times and different cultures. The theoreticalperspective underlines that ageing is complex dialectical processes, an intertwined interplay betweenindividual development and cultural change. The varied individual ageing processes are not seenas the result of «drives». In Western post-modern cultures the ageing processes are becoming manifold,often contradictory. Elderly present versions of the selves that are becoming complex, multiplied (multipleselves), acting at different scenes, stamped by varied cultural values, presenting mixed versions ofactivity and passivity, engagement and retractment, wordliness and transcendence.Key words: Ageing theories; gerotranscendence; cultural gerontology; postmodernism

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Dannelse og samskaping av utdanning mellom akademia og sykehjem

Nordisk tidsskrift for helseforskning ◽

10.7557/14.5199 ◽

2020 ◽

Vol 16 (2) ◽

Author(s):

Gunilla Kulla ◽

Åshild Slettebø

Keyword(s):

Nursing Home ◽

Nursing Students ◽

Learning Communities ◽

Learning Community ◽

Thematic Analysis ◽

Elderly Care ◽

Boundary Crossing ◽

Ethnographic Approach ◽

Field Notes ◽

Development Methods

Cultivation and co-creation of education between academy and nursing home: A critical ethnography study Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. How to learn holistic person-centered dementia care, evolved through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and Clarke. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation of students in learning communities. We further suggest, learning communities co-creation in elderly care, might potentiate innovative research- and development methods for the future.

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Keeping Students on Track to Postsecondary Success: Learnings from the Pathways to Adult Success (PAS) Initiative

Teachers College Record ◽

10.1177/016146812012201408 ◽

2020 ◽

Vol 122 (14) ◽

pp. 1-24

Author(s):

Joanna Hornig Fox ◽

Robert Balfanz

Keyword(s):

High School ◽

Learning Community ◽

Early Warning ◽

High School Graduation ◽

Early Warning Systems ◽

Data Systems ◽

Warning Systems ◽

Post Secondary ◽

Postsecondary Success ◽

School Graduation

Background/Context Over the past decade early warning systems which use predictive indicators to identify students in need of additional supports to stay on track to high school graduation have spread from a few schools to most states. There is now a growing interest in extending the utility of early warning systems from high school graduation to post-secondary readiness. Purpose/Objective/Research Question/Focus of Study Report on initial findings and insights from a three year effort to build a learning community of early adopters of early warning systems for high school graduation to figure out how they can be extended to keep students on track to post-secondary success. Intervention/Program/Practice A key outcome of the learning community which included 150 representatives of K-12 local and state school systems, as well as non-profits and institutions of higher education was the development a framework for keeping students on track to post-secondary success, called Pathways to Adult Success which has four main components (1) how to use Early Warning Systems to support postsecondary success, (2) how to provide better postsecondary navigation and guidance supports to all students, (3) how to develop cross-sector collaborations, and (4) how to improve data use and data systems. Research Design Participant-observation supported by interviews and surveys Conclusions/Recommendations The PAS learning community assembled a multi-part framework of recommendations and guideposts to help states, schools, and districts increase and improve pathways to adult success for all youth. This framework extends the early warning approach to support bridges to postsecondary outcomes, while acknowledging the need to improve and expand navigation and guidance supports for all students, and to increase cross-sector collaborations to improve and expand existing pathways. Finally, it stresses the power of and need for data, data systems, and data use to drive all elements of the Framework. The remaining challenge will be creating the conditions which enable its widespread implementation.

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Caring Conversations

Learning Together ◽

10.1093/oso/9780195097535.003.0015 ◽

2001 ◽

Author(s):

Theresa Cryns ◽

Marilyn Osborne

Keyword(s):

High School ◽

Small Group ◽

Junior High School ◽

School Counselor ◽

Junior High ◽

The Other ◽

Classroom Structure ◽

Whole School ◽

Exceptional Teachers ◽

Working Together

One thing that characterizes the OC is the respectful way OC teachers talk with kids. When two former OC teachers who had moved and now teach in different schools viewed a videotape of one of them teaching, the other was struck with how, after many years apart from each other, they still talk to kids the same way. Respectful conversations happen in the OC and in other schools where many exceptional teachers reach out and make connections with students. An OC teacher recounted an event that illustrates the contrast with other ways of interaction: . . . When a junior high school counselor came to register the kids in my room for junior high the next year, there was not an available table where she could sit with a small group. So I said, “Just a minute, I'll get you a space.” I asked a few kids who were working together at a table if we could use it for a while and then they could have it back. We teased each other a little and then the kids packed up their supplies and moved to work on the floor. The counselor said, “Is that how you talk to kids usually?” I said yes. She told me that in her school adults didn't treat kids like that at all— “There's hardly anyone who would have fun with kids, or even ask them for the table.” I was so stunned, I asked her what she would have done in that situation. She said she would have told them to just “move out, I need the table.” So there would have been no conversation. I asked her if that was the way the whole school interacted with children, and she said there was one person who talked just like me, and it turned out to be a former OC co-oper who now teaches there. . . . If the classroom structure allows conversations, people can learn to converse with respect. Children themselves can play a role in helping adults communicate with them.

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Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

Beyond Language Learning Instruction - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-1962-2.ch010 ◽

2020 ◽

pp. 233-261 ◽

Cited By ~ 1

Author(s):

Matthew R. Deroo

Keyword(s):

High School ◽

Social Studies ◽

Language Learning ◽

Immigrant Students ◽

Theory And Practice ◽

Multilingual Students ◽

Social Studies Teacher ◽

Theoretical Frame ◽

Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

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