Neurological Assessment Skill Competency of Registered Nurses in Traumatic Brain Injury Patients: A One Group Pre-Post Design

ObjectivesTo assess the effect of educational pedagogy on the skill of nurses in neurological assessment of traumatic brain injury patientsMethodsThis one group pre-post-test study investigated the effect an educational pedagogy on 36 registered nurses of trauma center, general surgery and neuro surgery department of a tertiary care hospital. A 20 items validated competency checklist was used to assess the skill of nurses before and after educational training regarding Neurological (Glasgow Coma Scale) assessment of TBI patients.ResultsFrequency and percentages of demographic and professional variables were checked. 36 (100%) of the nurses showed incompetent skills practice and having scores from 0 to 13. post test results of the study illustrated that 7 (19.4 %) nurses having score 0 to 13 and had incompetent skill practices. 29 (80.6 %) nurses having score from 14 to 20 and had competent skills practice. mean ( of the posttest skills score was significantly higher than the mean ( of the pre test skills score. ConclusionBefore and after educational training there is significant paired mean difference in skill competency of nurses. Hence the educational intervention was effective in improving skills competency of registered nurses in neurological assessment.

A Pedagogy for Inculcating Professional Values in Accounting Students: Results from an Experimental Intervention

Research has shown that rankings of personal values significantly differ between accounting professionals and accounting students in the United States and other countries. This difference implies a lack of Person-Organization (P-O) fit between students and the accounting profession. This study presents an educational pedagogy, using both a Curriculum Modification (CM) Intervention and a Value Self-Confrontation (VSC) Intervention, that highlights professional values and can lead to value change in accounting students. Experimental results indicate that this pedagogy can have a significant impact on converging student values with those of the profession (AICPA ethics code). This finding suggests that a Curriculum Modification Intervention combined with a VSC Intervention could be used by educators globally to converge values of accounting students with those of professional accountants, thereby improving ethical decision-making by individuals, as well as having positive impacts on accounting firms' hiring, socialization, and retention of employees.

The “Issues in Childhood Care and Education” journal as a picture of changes in theory, methodology and practice as well as an inspiration for the development of care pedagogy

The “Issues in Childhood Care and Education” journal in a special way reflects formation of the identity of care pedagogy as a science, detailed methodologies as well as pedeutology in the field of educating staff for care and educational practice in higher education. The text is a study of articles published in the “Issues in Childhood Care and Education” journal, the aim of which is to indicate the changes over the 60 years of the journal's existence. Their selective development will be elaborated from the perspective of a research and didactic worker involved in higher education since 1982, who is also involved in the methodology as well as care and educational practice and analyses their historical sources. Selected scientific publications showing the development of care pedagogy and changes in the subject of its cognitive interest will also be presented. The following trends of changes were distinguished: 1) from a popular science journal to a scientific one, 2) from an interest in practice, methodology and knowledge in the field of social, care and educational pedagogy to an interdisciplinary and international character, 3) changes in the distinguished sections of the journal as a reflection of the development and expected changes, 4) changes in the country in which scientific, methodological and practical tasks in care and education are carried out, 5) changes in the subject of interest of care pedagogy, 6) from the analysis of care and educational activities and building subdiscipline: from care pedagogy to the analysis of relationships between various types of pedagogical activities in the caring aspects and relationships between the sciences and the development of subdisciplines, 7) from organizing thematically narrow seminars and conferences to numerous and interdisciplinary ones analysing care and educational issues in a multi-threaded way, 8) changes in the education of staff for care and educational, teaching, pedagogical work.

Polish journal “Issues in Childhood Care and Education”: the issues of state, children and family

The article presents the selected issues discussed in the articles published in Polish journal entitled “Issues in Childhood Care and Education” in the years 1961–2021. The analysis included: the socialist ideology and upbringing ideals, the slogan/program “for united front” of upbringing, education and care in socialism, as well as the following problems: care and educational pedagogy, activities of pedagogical institutions, the “let's close orphanages” program, upbringing and school, improving childcare.

The Teaching Methods and Techniques Of The Prophet (PBUH): An Exploratory Study

The impacts of the secular education system on the Muslims are very alarming. It has been creating doubts, errors, fantasies, disconnections and confusions in the mind of the Muslims and most importantly the youth. This pathetic scenario metamorphoses and it has been causing the youths too greatly in losing their self-identity as Muslims. The inability to learn and experience the uniqueness of the educational pedagogy of Prophet Muhammad (PBUH) has failed many people woefully to see the beauty of Islam in its holistic approach with regards to its educational pedagogy. Different pedagogical theories that have been formulated by the secular educationists carried out the notion of different belief systems from the west and its Eurocentric ideology. However, having studied the life and teachings of a man who has been considered as the best exemplary and the modest for the entire humanity by the Muslim and non-Muslims alike. It has been clearly noted that there are varieties of ways and teaching methods applied by the Prophet (PBUH) to educate the old and the young in different ways, nature, time, techniques or different patterns. This study is aimed to revisiting or unraveling different methods used by the Prophet Muhammad (PBUH) to nurture and educate his companions, family, friends and foes alike. This study is carried out through exploratory research to revisiting different teaching methods and techniques of the Prophet (PBUH) from different sources such as Hadith, Sunnah and the Seerah of the Prophet (PBUH). The researchers tried to gain further insights in different aspects with includes strategies, applications, stages and processes, etc. The researcher initially started with general overview about of the teaching methods and the techniques exercised by Prophet (PBUH), in his holistic methods of teaching and learning. This has been used as a tool to identify some critical related issues that could pave ways to different area of focuses for the furtherance study. Amongst the instruments used in this study includes documents analysis, journals, books, university record and report, interviewing Islamic educators and observation. A critical analysis is also used to shed more light on those different teaching methods used by the Prophet Muhammad (PBUH) and its relevance to different techniques in the pedagogical education.

Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context

Service-learning is a widely adopted educational pedagogy and philosophy. With the support from the Wharf (Holdings) Limited (Group), service-learning was conducted in the “Project WeCan” in Hong Kong. Prior to COVID-19, traditional service-learning was implemented with students learning in the classroom and applying their knowledge and skills to the community through providing direct face-to-face service. With the COVID-19 outbreak in the 2019–20 academic year, school lockdown measures appeared. Students had to learn online and to design and implement service offsite. As the impacts of this rapid shift in paradigm remain unknown, this study examined changes in university students using a pretest–posttest design (n = 124) and perceptions of service-learning experience via the subjective outcome evaluation design (n = 192) under COVID-19. The authors also investigated service recipients’ (n = 56) satisfaction with service activities they participated in during the pandemic. Both objective outcome evaluation and subjective outcome evaluation findings revealed that service providers (university students) and recipients (secondary school students) experienced benefits from the Project. Findings support the benefits of online service-learning in “Project WeCan” even during unprecedented times such as COVID-19.

The Integrative Nature of Interculturalism in Galicia at The Beginning of the 20th Century

The article outlines the main aspects of interculturalism in Galicia at the beginning of the 20th century. The interculturalism has been defined as the initial basis of communication, formed by a combination of social and educational environment. In modern society with many political and intercultural problems, the communicative competence and formation of tolerant attitudes towards people play a significant role. Linguistic education is one of the main tasks of educational pedagogy, linguistics, methodology, language rules, principles, and methods of teaching, ways of investigating education. The level of language culture of the personality in the mother tongue and foreign languages is evidence of the development of linguistic competence. The changes in the cultural sphere of society determine the need to investigate linguistic problems, focusing on improving language culture to achieve efficiency. The language problems have gone beyond the framework of philology and have become the general problems of society to regulate language culture in the process of social communication, social processes, the development of society as a whole system. In the political sphere, the culture of language promotes the emergence of mutual interest and respect between people of different nationalities and the stabilization of interethnic and international relations. The described innovative approach in the organization of social communication and interculturalism in Galicia space can be creatively and practically adapted in the conditions of any modern multicultural society.

Pedagogical Ontology Modelling for Cell Biology Domain With an Algorithm for Question Generation

In this chapter, an ontology that structures all the cell organelles and their parts are modelled to cognitively model domain knowledge by explicitly establishing relationships among them. The ontologies are modelled depicting the cell as a system and the parts of the cell as the subclasses of the cell along with various functionalities and behavior. The model further focuses on education pedagogy to generate questions based on the modelled ontologies. Furthermore, the defined ontologies are made consistent by defining the classes and the relationship between them, initializing the instances and axiomatizing the developed ontological content. The modelled ontologies are semiotically evaluated using various learners and domain experts. An overall reuse ratio of 0.91 has been achieved, and the proposed ontology has been differentiated from the existing cell ontologies by focusing on an educational pedagogy. Ultimately, an ontology-focused algorithm for multiple choice question generation has been proposed for cell biology as a domain of choice with an accuracy of 90.03%.

Social Work and Obesity

Social work is a profession based on social justice and anti-oppressive action. Social workers in direct practice in most states must possess a master’s level graduate degree and have completed internship/practicum placements hours. This higher education and professional development prerequisites within graduate curriculums must begin to include increased acceptance and understanding of diversity and social justice through expanded lenses and move beyond current frameworks of diversity. For example, one such area of diversity that has become an increasing proportion of higher education students are students who identify as obese or “fat,” and are experiencing oppression and stigma in their everyday life. The authors used a grounded approach to analyze 100 accredited graduate social work programs’ curriculum throughout the United States, with the goal of understanding how the topic of obesity and weight-based oppression were integrated into learning curriculums of diversity, social justice, and cultural humility. The authors will discuss “fat culture” and stigma associated with an obese identity, as well as systems that are inherently oppressive to people who are of larger size. The findings revealed evidence of professional disregard for this population in practice, as well as overarching disregard for body size as a dimension of diversity and inclusion on an institutional level. The authors will reflect on these findings and discuss implications for practice, knowledge, and professional and educational pedagogy.

Gender and Indigenous Education and Practice

The unfolding of the term Indigenous is clustered within rich, powerful, diverse, decolonial, and hegemonic worldviews. Inhabiting more than 90 countries, the approximately 370 million Indigenous people on Planet Earth are wisdom carriers of traditional ancestral knowledge entwined with eco-spirituality. Powerful extractive institutional structures have ensured that Indigenous peoples have harvested historical legacies of domination, disruption, and disrespect. Indigenous women tend to live in the shadows, encountering invisibility, lack of voice, and stark inequality. International instruments such as the United Nations Declaration on the Rights of Indigenous Peoples and the United Nations Permanent Forum on Indigenous Issues, as well as a range of voluntary, private, and government-funded organizations and Indigenous communities, serve as catalysts to augmenting impactful liaisons and interventions in and through evocative educational pedagogy and practice. Gender and Indigenous diversity in education and practice distills narratives of voice and praxis to provoke, nudge, and prompt collective change.