Nurse Education and Mathematical Competency: Implementation of an Online, Self-Directed, Prerequisite Model

Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1–4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model’s development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.

Religious Studies and the Values of Critical Humanism

This chapter proposes that a proper telos for the study of religion is Critical Humanism. Drawing on Aristotle and Charles Taylor, it explains how Critical Humanism provides a theoretical framework for studying religion and describes its mobile, liberal, dialogical, and inclusive aspects. Building on the ideas of Felski, Walzer, Rorty, and the environmental humanities, it notes how Critical Humanism places a premium on expanding the moral imagination and examines the connections between that idea and humanistic scholarship. That discussion leads into an account of four values to which the study of religion can be connected: post-critical reasoning, social criticism, cross-cultural fluency, and environmental responsibility. The chapter then describes four works in the study of religion that exemplify these values. Lastly, it summarizes the chapter’s arguments in response to the challenges posed by Weber’s view of science and Welch’s reckoning with the field’s “identity crisis” as described in chapters 1 and 2.

Why Study Religion?

This book asks, can the study of religion be justified? It poses this question on the view that scholarship in religion, especially work in “theory and method,” is preoccupied with matters of methodological procedure and is thus inarticulate about the goals that can justify the study of religion and motivate scholarship in the field. For that reason, it insists, the field suffers from a crisis of rationale. The book identifies six prevailing methodologies in the field, each of which it critically examines as symptomatic of this crisis, on the way toward offering an alternative framework for thinking about purposes for studying religion. Shadowing these methodologies is a Weberian scientific ideal for studying religion, one that privileges value-neutrality. This ideal poses obstacles to making justificatory claims on behalf of studying religion and fortifies a repressive conscience about thinking normatively within the field’s regime of truth. After making these points, the book describes an alternative framework, Critical Humanism, especially how it theorizes about the ends rather than the means of humanistic scholarship and offers a basis for thinking about the ethics of religious studies as held together by four values: post-critical reasoning, social criticism, cross-cultural fluency, and environmental responsibility. Ordered to such purposes, the book argues, the study of religion can imagine itself as a valuable and desirable enterprise so that scholars of religion can relax their commitment to matters of methodological procedure and avow the values of studying religion.

Apakah ada Hubungan antara Pola Asuh Orang Tua dengan Karakter Pelajar Pancasila?

Pancasila is the embodiment of Indonesian students as lifelong students who have global competence and behave following the values of Pancasila, with six main characteristics: faith, fear of God Almighty, and noble character, global diversity, cooperation, independence, critical reasoning, and creative. One of the emphases in schools is not just curriculum achievement but the formation of character based on Pancasila. Learning strategies and school programs are made to make it happen. Of course, schools need to collaborate with families. Parenting patterns are patterns of interaction between parents and children, namely how to have good attitudes or behavior to be used as role models for their children. Parenting patterns consist of permissive, authoritarian, authoritative, and democratic parenting. On this occasion, the researcher wants to know whether there is a relationship between parenting patterns and the character of Pancasila students in class IX students at SMP Negeri Malang? This study aimed to determine the relationship between parenting patterns and the character of Pancasila students in class IX students at SMP Negeri 13 Malang. The method used is correlation research. The results of this study are that there is a significant positive relationship between parenting patterns and the character of Pancasila students. Abstrak: Perwujudan pelajar Indonesia yang belajar sepanjang hayat, memiliki kemampuan global dan menunjukkan perilaku yang sesuai dengan nilai Pancasila disebut sebagai pelajar Pancasila. Salah satu penekanan di sekolah adalah tidak sekedar pencapaian kurikulum, tetapi terbentuknya karakter yang berdasarkan pada Pancasila. Strategi pembelajaran dan program sekolah dibuat untuk mewujudkan karakter pelajar Pancasila dan sekolah diminta untuk berkolaborasi dengan orang tua. Kondisi ini menuntut orang tua untuk memberikan pola asuh yang sesuai untuk memenuhi kebutuhan anak. Tujuan penelitian ini untuk mengetahui hubungan antara pola asuh orang tua dan karakter pelajar Pancasila siswa kelas IX di SMP Negeri 13 Malang. Metode penelitian yang digunakan adalah korelasi. Hasil penelitian menunjukkan terdapat hubungan signifikan positif antara pola asuh orang tua dengan karakter pelajar Pancasila.

The Belief System of Christianity and Tribal Religion in Hukurila’s Ritual

This study aimed to describe the belief system between Christianity and Tribal religion in Hukurila’s ritual. The data descriptions were based on the Washing Country as a physical act of traditional rituals and combined with their beliefs as Christians. The object of this research was the Hukurila community, South Leitimur District, Ambon City, especially in the practice of washing the country ritual. This study used hermeneutic analysis as the text result was positioned as an ontology fact. Furthermore, the text was an ontological fact by objectifying its structure to look at forms in community values. The results showed that the Washing country not only taught about the role of ancestors in the history of the children of the Hukurila country but also revealed critical reasoning that highlighted the role of humans in nature conservation. The Washing Country promoted environmental preservation as a part of social piety.

485 Opportunities Produced and Learning Outcomes Achieved Through a Design Thinking Approach to Problem Based Learning in an Animal Science Capstone

Incorporation of a design thinking approach to problem-based learning in an animal science capstone maximizes intellectual growth and critical reasoning while exposing students to relevant, current industry challenges. Briefly, students working within groups formulate a complex problem statement following facilitated interaction with statewide livestock commodity group stakeholders, then develop implementable solutions via utilization of a design thinking model. This course design structure allows students to demonstrate proficiency in multiple departmental learning objectives: implementation of effective animal management strategies, utilization of animal production systems to sustain economic resources, demonstration of critical thinking, effective communication across multiple mediums, preparation to engage in lifelong learning, and evaluation of socially responsible techniques to produce animal products. Pandemic based restrictions provided students the ability to attend face-to-face classes or work remotely. The capstone was simultaneously delivered on both platforms, but all assessments and feedback were provided online. Student experiences were evaluated weekly through group feedback prompts. Principal student-reported experiences include emergent themes of effective team building and collaboration, a deeper understanding of the value of quality scientific literature, a requirement to pursue in-depth thought to generate actionable solutions, and a desire to independently reach outside of the classroom to learn from other industry professionals. Student assessments prioritized the learning and revision process, with multiple opportunities to improve the synthesis, synopsis, formatting and mechanics of their work throughout the semester. The course concludes with student presentation of their complex problem solutions to a panel of industry stakeholders and department administration, faculty and graduate students. In conclusion, a capstone course utilizing a design thinking approach to problem-based learning effectively provides real-world learning opportunities for students to apply their content knowledge while expanding their universal skills of teamwork, communication, social responsibility and lifelong learning. This course also provides increased opportunity for student-stakeholder engagement.

Oxford Handbook of Medical Ethics and Law

The Oxford Handbook of Medical Ethics and law provides a practical and accessible guide to the legal and ethical issues which a medical professional might face. It explains the major ethical theories - consequentialism, deontology, virtue ethics and principlism -and presents a method for moral decision-making, based on the application of theory and critical reasoning. The books sets out the key legal principles governing medical practice including the obtaining of consent; the law of negligence; the principles of confidentiality; the law on organ donation; and the legal regulation of end of life. The book goes on to present a number of ‘real life’ situations in which the ethical and legal principles are applied in a concrete and clear way. The book also contains extracts from the key legislation governing the practice of medicine.

Critical reasoning

This chapter explores the process of moral reasoning. It explains that often moral judgements are complex. There is no single rule that can be used to identify the correct answer. The chapter explains what makes a good or bad moral argument. It explores how different approaches can be combined to resolve an ethical dilemma.

Legitimacy Strategies and Crisis Communication

Legitimacy and crisis are closely related concepts. A crisis may even be viewed as a process of legitimation. Legitimacy is a collective perception about which actors and institutions that have the right to rule, regulate, and decide. Crises put legitimacy at stake and may, depending on the premises and management strategies, challenge, enhance, or impair legitimacy. Legitimacy and communication are entwined into each other. Legitimacy as a process is dependent on communication in its original sense: ritual communication as a sacred ceremony that unites people and creates a community. When legitimacy is put at stake, organizations and other actors use strategic communication to respond to, confront, and impact the outcome by the use of different crisis (or legitimacy) communication strategies and tactics. But while legitimacy is an old concept, the premises for handling legitimacy have changed. One way to view this shift, from a societal theoretical standpoint, is to focus the shift between modernity and late modernity as an interpretative framework. Increased diversity and mobility, globalization, reflexivity, and mediation are new premises for legitimacy work. The multivocal and multifaceted character of late modern society challenges organizational as well as societal legitimacy, especially in crisis situations. Political debates and critical reasoning questioning the role and actions of different social institutions are necessary from a democratic standpoint, but when core societal institutions are delegitimized, risks occur. This may be happening in several Western societies, with increased polarization and fundamental questioning of important institutions. Crises (e.g., the coronavirus pandemic) and how they are handled and managed by existing institutions may be radical turning points of legitimacy in governance. Crisis management and communication have developed as possible tools for organizations to handle legitimacy crises. Simplified, one may use three theories of legitimacy strategies in crisis as developed in the applied field of crisis communication. These three theories include image repair theory (rhetoric), situational crisis communication theory, and a broader array of alternative network and complexity theory.