professional experiences
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2022 ◽  
pp. 089801012110722
Author(s):  
Margaret M. Graham

The paper offers space for dialogue illustrating reflection as lived, exploring both my personal and professional experiences of grief and loss surrounding the death of my Dad from Covid −19. In my role as a nurse educator, I share understandings of reflection in facilitating learning and person centered practices with students. I illustrate my approach with two stories generating a narrative giving testimony to those who have died and highlighting the ensuing grief for those who have cared for older people during the pandemic. The first reflective story has been shared with students and snapshots of student responses during virtual sessions are incorporated. The second story shifts to a more personal focus reflecting personal knowing. Insights emerge bringing forth personal and professional knowing, about the art and science of holistic nursing. I explore the challenges in separating ourselves from personal knowledge and experience in reflective writing. I invite readers to take time to pause amidst a global healthcare pandemic to consider the potential of reflection to support nurses in recovering from suffering experienced during a pandemic.


2022 ◽  
pp. 109821402110079
Author(s):  
Jennifer J. Esala ◽  
Liz Sweitzer ◽  
Craig Higson-Smith ◽  
Kirsten L. Anderson

Advocacy evaluation has emerged in the past 20 years as a specialized area of evaluation practice. We offer a review of existing peer-reviewed literature and draw attention to the scarcity of scholarly work on human rights advocacy evaluation in the Global South. The lack of published material in this area is concerning, given the urgent need for human rights advocacy in the Global South and the difficulties of conducting advocacy in contexts in which fundamental human rights are often poorly protected. Based on the review of the literature and our professional experiences in human rights advocacy evaluation in the Global South, we identify themes in the literature that are especially salient in the Global South and warrant more attention. We also offer critical reflections on content areas not addressed in the existing literature and conclude with suggestions as to how activists, evaluators, and other stakeholders can contribute to the development of a field of practice that is responsive to the global challenge of advocacy evaluation.


2021 ◽  
Vol 14 (1) ◽  
pp. 386
Author(s):  
Fernanda Fauth ◽  
Juan González-Martínez

The aim of this study was to identify any personal factors that may facilitate the initial transfer of learning among students taking a permanent online ICT training course for teaching staff. Some deductive categories were created based on previous studies, and with the help of the NVivo software and its triangulation, a qualitative analysis of the three data sources—two reflective training activities completed by the subjects and an interview—was used to determine the relevance of some of the identified personal characteristics in the transfer process occurring within the context of distance techno-pedagogical training. Among them, we highlight four relevant ideas for transfer in the context: participants’ motivation to innovate in their classes with the use of technologies; self-efficacy, characterized as confidence acquired by the subjects to carry out online training; previous training and professional experiences; and the analysis of their training needs in relation to the critical and reflective use of ICT. We also confirmed that the favourable reaction of the subjects to these factors can serve as an indicator of a possible transfer and that online ICT training should continue to seek to design activities that have positive results in relation to these aspects.


Author(s):  
Cassandra Byers ◽  
Anthony Meadows

Abstract In this study, 15 early career music therapists were interviewed about their academic, clinical, personal, and early professional experiences to define the key characteristics of their professional identity formation. Subsequent analysis of these data revealed that for these music therapists, early career identity formation was characterized by 3 developmental tasks: (1) formulating a professional identity, (2) identifying and practicing a preferred working style, and (3) moving from a single approach to practice and drawing from a variety of theories and approaches. Furthermore, their early career identity formation was characterized by 4 sequential subphases: (1) openness to change, (2) experiencing complexity, (3) freeing up, and (4) increased confidence. Barriers to healthy identity formation were also discussed. Implications for education and training, along with the importance of facilitating mentorship opportunities for early career professionals, were proposed to connect the findings to academic and professional life.


2021 ◽  
Vol 51 (4) ◽  
pp. 54-66
Author(s):  
John Freer ◽  
Tanya Kaefer

This study investigated 128 post-secondary educators’ attitudes toward disability at a college and a university in southwestern Ontario, Canada. The participants completed the Educators’ Attitudes toward Disability Scale (EADS) and a demographic questionnaire that included questions about their experiences with disability. There were three research questions at the heart of this study: (1) What are post-secondary educators’ overall attitudes toward disability? (2) Do demographic factors predict post-secondary educators’ attitudes toward disability? (3) Does exposure to people with disability predict post-secondary educators’ attitudes toward disability? The findings of this study suggest post-secondary educators hold overallpositive attitudes toward disability and there were very few differences observed between groups (e.g., based on age, gender, discipline, etc.). Educators’ experiences with people who have a disability, however, were positively associated with their attitudes. This factor included personal experiences (e.g., friends, family, etc.), but also professional experiences (e.g., students in their classes).


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 498-499
Author(s):  
Jennifer Inker

Abstract The emerging discourse around elderhood hints at the possibility of a later life stage characterized by a focus on balancing development and decline, with potential to empower elders. However, little agreement exists about whether elderhood is a valid and useful construct. The first presenter questions the aging “mystique” through an analysis of the concepts of elderhood, sageing, croning, and eldering in popular and academic literature, underscoring the importance of avoiding othering and critically thinking beyond labels, even if positive. The second presenter explores the concept of agency in later life through a feminist philosophical lens, arguing that confrontations with one’s existential vulnerability need not be an obstacle to agency in elderhood, but rather can inspire alternative conceptualizations of it. The third presenter contrasts his personal and professional experiences of studying cultural aspects of aging, concluding that elderhood is neither a stage of a life nor a rite of passage but rather an individual, voluntaristic process. The fourth presenter explores 943 texts written by Finnish older adults, finding that the writers creatively position themselves as a group of older persons with a special contribution to make to society, even where elderhood is not explicitly mentioned, and potentially offer an alternative view to countering ageism. The fifth and final presenter explores a novel elderhood video intervention among first-year medical students (N = 585). Thematic findings of neutrality, elderhood as development, elderhood as othering, and elderhood as an opportunity to reframe stigma suggest that elderhood may be a viable and productive anti-ageism strategy.


Author(s):  
Susan Kemper Patrick ◽  
Francisco Arturo Santelli

Educational leaders throughout the United States have repeatedly emphasized the importance of increasing the number of Black and Latinx teachers in American schools. Prior qualitative work suggests that Black and Latinx teachers who are demographically isolated in their schools often report negative experiences. Drawing on theories of proportional representation in organizations, we use Tennessee statewide survey and administrative data to examine whether self-reported professional experiences of Black and Latinx teachers are different when they are demographically isolated. We estimate models using two measures of demographic isolation: a continuous measure and a theoretically generated ordinal measure. We find that, for Black teachers, the percentage of Black teachers in the school is positively associated with teachers’ perceived satisfaction and support and with the frequency of collaboration. There is also some evidence of threshold effects of demographic isolation for Black teachers, as Black teachers in schools in which at least 60% of fellow teachers are Black report significantly higher satisfaction and support than other Black teachers. Our models do not find any associations between isolation and professional experience for Latinx teachers, but a small sample size and lack of variation in demographic isolation among Latinx teachers makes it difficult to estimate these associations. Our findings suggest that both ordinal and continuous measures of demographic isolation may be useful when examining relationships between demographic isolation and workplace experiences. Because we study factors linked to turnover in prior research, these analyses can contribute to the broader discussion about the retention of Black and Latinx teachers.


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