To see, meet and adapt – an interview study about physiotherapists’ pedagogical approach to dementia

Background Physiotherapists need to use pedagogical approaches and strategies in their work. However, there is no previous definition of what a pedagogical approach in physiotherapy means neither in general nor specifically to dementia. The purpose of this study was therefore to gain greater insight into physiotherapists’ pedagogical approach to dementia by investigating physiotherapists’ views and working methods in contact with older people with dementia, relatives, and nursing staff in elderly care. Methods This was a qualitative study with an inductive approach. Semi-structured individual interviews were conducted with 15 physiotherapists with experience of working with older people with dementia in elderly care. The interviews were analyzed with qualitative content analysis. Results The term “pedagogical approach” could sometimes be experienced as “vague” or “hard to grasp”. Our research nonetheless identified one overarching theme To see, meet and adapt which is based on insights from the interviews grouped in to five categories. This theme can be seen as an expression of the physiotherapists’ pedagogical approach in contact with older people with dementia, relatives, and nursing staff. It captures the participants’ desire to always see the person in front of them, meet them where they are and adapt their own way of working accordingly. Creating a trusting relationship was described as important and made it easier for the participants to adapt their working methods. The participants’ adaptations could apply to the way they communicated with people with dementia, and how they organized tutoring/education of relatives and nursing staff to maximize learning. Learning through experience and reflection was described as a key to advancing the pedagogical approach and the participants experienced their own learning as constantly ongoing. Conclusions This study provides increased understanding into physiotherapists’ pedagogical approach in contact with older people with dementia, relatives, and nursing staff in elderly care and shows that learning through experience and reflection can contribute to the development of the pedagogical approach. Thus, opportunity for reflection should be accommodated in the physiotherapists’ work. The importance of more pedagogical education for physiotherapists both in bachelor and master level were also highlighted. Increasing mobility and physical activity in older people with dementia is important since physical inactivity and sedentary behavior is common. Future research may be directed at further exploring physiotherapists’ pedagogical approach in tutoring/education of nursing staff, with the aim of increasing physical activity among older people with dementia.

A Qualitative Exploration of Existing Reflective Practices Used by Undergraduate Dental Students in Paediatric Dentistry

Background: Reflection is increasingly significant for dental students and professionals and is a continuing requirement of dental regulatory bodies. There is a paucity of evidence regarding how best to facilitate deep reflection for dental students. This study explored whether the use of clinical logbooks in undergraduate clinical attachments in Paediatric Dentistry was facilitating deep reflection. Methods: This qualitative study used individual interviews for data collection. This was conducted at the University of Sheffield with third year undergraduate dental students and clinical teaching staff. Interviews were immediately transcribed verbatim. A reflexive approach to thematic analysis was used to co-constitute the data, enabling the development of the thematic framework. Results: The sample compromised 10 students and 4 educators. Thematic analysis generated 4 key themes: understanding of reflection, preparation for reflection, importance of learning through experience, and suggestions for development. The findings indicated that students perceived that they were not being supported in engaging in deep reflection by the use of a clinical logbook and that greater preparation for reflection would be beneficial. Conclusions: The current study revealed that using clinical logbooks during clinical attachments in Paediatric Dentistry was not facilitating deep reflection. Further research is required to explore how deep reflection can be facilitated for undergraduate dental students undertaking clinical learning.

Developing soft Skills through Active Learning: Storytelling Concrete Experiences through a MOOC

The eLene4Life project aims to support curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability. The MOOC “Active Learning for Soft Skills Development”, one of the project outputs, has been put in place as a space for learning through experience sharing and discussion. The MOOC aims at fostering the exchange of results achieved by instructors after the concrete experimentation of active learning methods and at increasing their sensibility and knowledge of the most effective modalities through which to implement those methods. This paper outlines the genesis of the MOOC. Its three main objectives are: (a) collecting and valorising different voices of the teachers who directly experimented one or more methodologies of active learning in their classroom (most of them during the pandemic); (b) embracing and sustaining experiences, as well as addressing doubts coming from a wider audience interested in putting into practice such methods oriented to soft and digital skills’ development; (c) offering a non-formal learning opportunity in line with European indications about micro-credentialing through developing synergies with the ECCOE project (European Credit Clearinghouse for Opening up Education).

Literature Study On The Effect Of On The Job Training On Work Readiness

Experience on the job training will help students improve the competence of graduates to align with what is needed. In addition to developing competencies, learning through experience on the job training will stimulate the development of character and also a work ethic of discipline, responsibility, honesty, cooperation, leadership, and others according to what is needed by the industry. The creation of competence, character and work ethic is expected that graduates will be ready to welcome the competition of the ASEAN Economic Community (AEC). This research was conducted based on a literature study of various theoretical studies regarding experiences on the job training. Where these studies are an initial description in conducting research, especially those related to the influence of experiences on the job training. Based on the results of data analysis with several similar research literature, the effect of on the job training experience on graduate work readiness is very significant and it can be concluded that there is a significant effect on the job training experience on graduate work readiness.

GAMIFICATION OF EDUCATIONAL PRACTICE (ON THE EXAMPLE OF THE EXPERIMENT OF A GROUP OF PARENTS ON FAMILY EDUCATION IN CHEBOKSARY)

Рассмотрено понятие «геймификация» и его значение для сферы образования. Разведены понятия «геймификация» и «игровое обучение». Представлены направления, по которым велась трансформация систем обучения через принятие принципов геймдизайна в эксперименте группы родителей по семейному обучению в г. Чебоксары: обучение через получение опыта (учителя не дают готовых ответов, а предлагают для решения задачи и проблемы на основе комплекса дисциплин), осуществление контроля посредством древа навыков (визуально представленной разветвленной карты развития ученика, которая предполагает самостоятельный выбор направления развития тех или иных его умений и навыков), конструирование методики преподавания дисциплин с учетом жанровой специфики видеоигр (игры-действия, симуляторы, стратегии, ролевые игры, приключения, головоломки), специфический дизайн учебного класса (через соотношение приватной и публичной зон). Описаны положительные и отрицательные эффекты внедрения данных направлений: повышение мотивации, прозрачность в оценивании задач, стремление к развитию, точечное решение проблем ребенка, связанных с его коммуникативными и познавательными навыками; возникновение внутренних конфликтов, связанных с получением знания через опыт, постоянное внимание со стороны учителя, тьютора и психолога. The article considers the concept of gamification and its significance for the sphere of education; differentiates the concepts of gamification and game learning; provides the areas of transformation of training systems through teaching the principles of game design in a family learning group in Cheboksary: learning through experience (teachers do not give answers, but offer some tasks and problems through a set of disciplines), control through the skill tree (a skill tree is a visual branched map of the student’s development, which assumes an independent choice of the area of development of his skills and abilities), the design of disciplines, taking into account the genre of video games (games, simulations, strategies, role-playing games, adventures, puzzles), the specific design of the classroom (through the ratio of private and public zones). The article also describes positive and negative effects of the introduction of these orientations: increased motivation, transparency in the assessment of tasks, the desire for development, the point solution of the child’s problems associated with his communication and cognitive skills; the emergence of internal interactions associated with the acquisition of knowledge through experience, constant attention from the teacher, tutor and psychologist.

Baccalaureate Nursing Students' Lived Experiences of a Leadership Role During Clinical Practicum

Problem Leadership is an essential component of professional nursing practice used in many aspects of the Registered Nurse (RN) role. Baccalaureate nursing (BN) programs have the responsibility of preparing graduating nursing students with leadership orientation and practice. Excellent professional preparation of RNs starts with their education during nursing school. The fast-paced and high-demand healthcare environment needs RNs who can be accountable for patient care that enables excellent patient outcomes and sound patient-centered care. Taking this into consideration, nursing educators are in a special position to promote nursing education which prepares their students with leadership education and training. The purpose of this study was to describe BN students’ lived experiences of a leadership role during clinical practicum. Method For this study, the phenomenological approach was used to be able to understand the phenomenon of a leadership role during the Team Leaders’ (TL) lived experiences during their clinical practicum of a Medical-Surgical course. Data came from journals written by 32 participants from two cohorts, and interview transcriptions from eight participants selected from the 32 journal writers. The data were organized and analyzed with the NVivo 12 Plus software program, based on close readings and analysis of the journals and interview transcripts. First and second coding cycles were used. During the first cycle of coding, I used two types of codes: Elemental method in vivo coding and the affective method of emotion coding. During the second coding cycle I used the pattern coding method. Results Key findings revealed several themes. According to the participant descriptions these themes are The Team Leader Role, Introduction to Nursing Leadership, A Great Learning Experience, Learning Outcomes, Emotions, and Negative Perceptions and Unanticipated Findings. From the gathered experiences of the participants the essence of the findings emerged as Learning Through Experience. Learning Through Experience increased the participants’ exposure to a variety of circumstances which enriched their knowledge about leadership and professional nursing. The results not only highlighted findings about what the participants had experienced related to leadership in nursing, they underlined specific learning outcomes related to professional nursing responsibilities. Conclusions These descriptions of the lived experiences of BN students in a leadership role during a clinical practicum demonstrated that experience is critical in the learning process. This research offers potential benefits to nursing education, promoting an alternative practice to maximize introduction to and education about leadership in nursing. Nursing students need to develop leadership skills prior to entering the workforce to make certain they are able to meet the challenges associated with the highly demanding healthcare environment.

PSYCHOANALYTIC VIEW ON THE UNCONSCIOUS MEANINGS OF ASSISTED REPRODUCTIVE TECHNOLOGIES

The article analyzes the internal mental dynamics of people involved in the processes of assisted reproductive technologies (ART). According to psychoanalytic theory, unconscious fantasies and meanings play an important role in these dynamics. The sources of these fantasies could be traced down to both intrapsychic conflicts and deficits of the individual and pressure of society. When working with patients in a psychodynamic way, it is important to take into account the socio-economic context, which in the modern world is largely set by the global economy of neoliberalism. Ignoring this context, as well as ignoring the significance of important events in the patient’s life history, usually leads to the collusion between the analyst and the patient in a «perverse» pact. Biomedicine of fertility has become a constitutive part of the neoliberal ethos. Within the framework of the global economy, conditions have been created for the commodification and fragmentation of the female and male reproductive bodies. However, despite the inclusion of gametes in the free exchange of goods, they are not stripped from personal meaning or affectively neutral. Tissue exchanges during ART procedures, in addition to the fact that they act as an element of technological chains, carry relational and social meanings. Gamete donation, even with the conscious acceptance of new social structures of reproduction and parenthood in adulthood, can activate the unconscious fantasy of an illegal «triple alliance» and the unconscious conflicts associated with it. Egg donation, in addition to an ethical dilemma, is fraught with confusion of parental identity and a sense of belonging to a social group. Myths rank high in the psychoanalytic theory of development among its other core constructs. They are considered as an important element of learning through experience. The article discusses the plots of myths about childbirth in the context of ART practices.