A Qualitative Analysis of Online Classes During Covid-19: Perspective of Female University Students

The intent of this research is to analyse female students’ perspective on online education in public sector universities during the COVID-19 pandemic in Pakistan. To get a better understanding of these perceptions, the Kohat University of Science and Technology (KUST) (Kohat District, Khyber Pakhtunkhwa, Pakistan), has been selected for this qualitative, exploratory, and interpretive study. The data for the study was analysed using the discourse analysis technique, and themes were extracted from the data. This analysis enabled us to delve into specific issues linked to female students’ experiences regarding online learning. This goal was achieved by relating access to and use of technological resources and the effectiveness of online classes. Keeping in view the application of online classes, both pros and cons are discussed as compared to face-to-face classes. The findings indicate the need to adapt and adjust the methodology’s implementation by taking into account not only its unique characteristics but also its merits and demerits. To sum up, incorporating such a technique into the educational environment may be justified if specialised training is obtained to maximise the potential of online classes.

Confucian Values and School Leadership in Vietnam

<p>This research focuses on school leadership in the Vietnamese context, particularly the Confucian-influenced context within Vietnamese cultural boundaries. Confucian values are believed to be the significant and dominant value structure within Vietnam, therefore this research seeks to understand how Vietnamese school leaders exercised leadership within the construct of a Confucian discourse. It examines how the exercise/practice of four leadership functions (exercising power, building relationship, making decisions, and conflict solving) are influenced by Vietnamese cultural values. A qualitative research approach was applied for this phenomenological interpretive study. Four methods of data collection were adopted, consisting of interviews (individual and focus-group interviews), observations, document analysis and questionnaires. School leaders and teachers, drawn from three case study schools were invited as participants. The findings suggest that, although Confucian thought has waned in the contemporary Vietnam, Confucian values are still reflected in participants' perceptions about school leadership and in the manner of everyday leadership and management practices, particularly in the four pre-defined leadership functions. Confucian authority chains, seen as the paternalistic culture of obedience and respecting authority, have transferred into contemporary Vietnamese school leadership and management. These are preserved and reinforced by the political and administrative structures and contemporary leadership practices. A reconceptualised model of có uy leadership is offered, together with suggestions for leadership effectiveness based on Confucian values within a Vietnamese context.</p>

Confucian Values and School Leadership in Vietnam

<p>This research focuses on school leadership in the Vietnamese context, particularly the Confucian-influenced context within Vietnamese cultural boundaries. Confucian values are believed to be the significant and dominant value structure within Vietnam, therefore this research seeks to understand how Vietnamese school leaders exercised leadership within the construct of a Confucian discourse. It examines how the exercise/practice of four leadership functions (exercising power, building relationship, making decisions, and conflict solving) are influenced by Vietnamese cultural values. A qualitative research approach was applied for this phenomenological interpretive study. Four methods of data collection were adopted, consisting of interviews (individual and focus-group interviews), observations, document analysis and questionnaires. School leaders and teachers, drawn from three case study schools were invited as participants. The findings suggest that, although Confucian thought has waned in the contemporary Vietnam, Confucian values are still reflected in participants' perceptions about school leadership and in the manner of everyday leadership and management practices, particularly in the four pre-defined leadership functions. Confucian authority chains, seen as the paternalistic culture of obedience and respecting authority, have transferred into contemporary Vietnamese school leadership and management. These are preserved and reinforced by the political and administrative structures and contemporary leadership practices. A reconceptualised model of có uy leadership is offered, together with suggestions for leadership effectiveness based on Confucian values within a Vietnamese context.</p>

Blood, Sweat and Tears: Women as Nurses Nursing Women in the Gynaecology Ward - a Feminist Interpretive Study

<p>This feminist study is an exploration of the subjectivity of women working as nurses within the gynaecological ward. Gynaecology has a long history as a unique area of concern to the health practitioners of any given period. However, recently with the development of modern gynaecology, this specialty has become based on male knowledge and male texts, women either as patients or nurses appear voiceless within this canon. Major texts within nursing mirror a medical construction of gynaecology, with the women involved in the discourse again absent from the literature. To explore the nurses' reality within the gynaecological ward I have undertaken a feminist interpretive study. Feminist research is gaining recognition within nursing and the contribution that such research can make to the development of nursing knowledge is acknowledged within the profession. However, it is within the work of nurse-scholars from Australia that feminist and postmodern ideas are most commonly debated. Their work provides an innovative approach to the exploration of nurses' work. To contribute to this debate I drew on certain specific notions from feminist and postmodern epistemologies to inform my work. These notions of the Other, difference, the body and discourse provided a unique way of viewing the practice of the nurses in this gynaecological setting. These epistemological concepts were then interwoven with feminist strategies to undertake my research. Through the process of feminist praxis, which included my working alongside the nurses and conducting in-depth interviews, three areas of general concern to the nurses emerged. Firstly the relationships, that is their relationships with each other as nurses and with their women patients. Secondly, the difficulties inherent in nurses' practice in this setting due to the nature of the experiences of the women they were nursing. These difficulties arose in relation to two particular situations, nursing women experiencing a mid-trimester termination and nursing women with cancer. Thirdly, the relationship with/in the medical discourse and individual doctors which, according to the nurses, had a major impact on their work. This study contributes to nursing knowledge by providing a forum for the voices of women as nurses, who nurse women in the gynaecological ward, to be heard. Using concepts from both feminist and postmodern theorising enabled the surfacing of the voices of nurses and interpretation of their experiences from a position of embodied reality. The diversity of the practice of nurses and the importance of recognising and working with this diversity became evident. Writing the text has been an important part of this research. Seeing writing as a political act in the way that many feminists do requires careful attention to the written word. Considering our fundamental nursing texts from a feminist perspective shows that many reflect a medical construction of gynaecological conditions and their treatment. Making explicit the voices of women as nurses is an important step in making women visible within the discourse of gynaecology. Nursing and feminism have much to offer each other and share an emancipatory goal of positive action to support and assist people in their lives.</p>

Blood, Sweat and Tears: Women as Nurses Nursing Women in the Gynaecology Ward - a Feminist Interpretive Study

<p>This feminist study is an exploration of the subjectivity of women working as nurses within the gynaecological ward. Gynaecology has a long history as a unique area of concern to the health practitioners of any given period. However, recently with the development of modern gynaecology, this specialty has become based on male knowledge and male texts, women either as patients or nurses appear voiceless within this canon. Major texts within nursing mirror a medical construction of gynaecology, with the women involved in the discourse again absent from the literature. To explore the nurses' reality within the gynaecological ward I have undertaken a feminist interpretive study. Feminist research is gaining recognition within nursing and the contribution that such research can make to the development of nursing knowledge is acknowledged within the profession. However, it is within the work of nurse-scholars from Australia that feminist and postmodern ideas are most commonly debated. Their work provides an innovative approach to the exploration of nurses' work. To contribute to this debate I drew on certain specific notions from feminist and postmodern epistemologies to inform my work. These notions of the Other, difference, the body and discourse provided a unique way of viewing the practice of the nurses in this gynaecological setting. These epistemological concepts were then interwoven with feminist strategies to undertake my research. Through the process of feminist praxis, which included my working alongside the nurses and conducting in-depth interviews, three areas of general concern to the nurses emerged. Firstly the relationships, that is their relationships with each other as nurses and with their women patients. Secondly, the difficulties inherent in nurses' practice in this setting due to the nature of the experiences of the women they were nursing. These difficulties arose in relation to two particular situations, nursing women experiencing a mid-trimester termination and nursing women with cancer. Thirdly, the relationship with/in the medical discourse and individual doctors which, according to the nurses, had a major impact on their work. This study contributes to nursing knowledge by providing a forum for the voices of women as nurses, who nurse women in the gynaecological ward, to be heard. Using concepts from both feminist and postmodern theorising enabled the surfacing of the voices of nurses and interpretation of their experiences from a position of embodied reality. The diversity of the practice of nurses and the importance of recognising and working with this diversity became evident. Writing the text has been an important part of this research. Seeing writing as a political act in the way that many feminists do requires careful attention to the written word. Considering our fundamental nursing texts from a feminist perspective shows that many reflect a medical construction of gynaecological conditions and their treatment. Making explicit the voices of women as nurses is an important step in making women visible within the discourse of gynaecology. Nursing and feminism have much to offer each other and share an emancipatory goal of positive action to support and assist people in their lives.</p>

The Concerns of Pakeha Men Living on Home Haemodialysis: a Critical Interpretive Study

<p>This nursing study seeks to understand the experience of one group of people with chronic renal failure using renal replacement therapy, Pakeha men living on home haemodialysis. It is based on the assumptions that people living on dialysis have distinctive experiences that are characterized by common concerns reflecting their shared position as subjects of renal illness and therapy, but that these are not easy to discern because they are obscured by the professional viewpoint that is dominant in the renal setting. In order to understand the experience of people living on dialysis this study develops a critical interpretive approach, seeking the participant's own interpretation of their individual experiences, but then reinterpreting them from a critical standpoint, recognizing that they can only be adequately understood by contextualizing them, in order to discern the common perspective underlying them in contrast to the dominant professional viewpoint in the renal setting. Using some ideas derived from the thought of Michel Foucault this study develops a critical nursing view of the renal setting, as a specialized healthcare context that is constituted by several interrelated discourses, primarily the dominant professional discourse, but also by several other discourses, in particular a client discourse that is a response to the dominant discourse. The different discourses reflect contrasting perspectives based on the different positions of various groups within the renal context. The study presents accounts, derived from interviews, of the experience of six Pakeha men living on home haemodialysis. Reflecting on these accounts as a set, by contextualizing them in terms of the critical nursing view of the renal setting, I outline four concerns of Pakeha men living on home haemodialysis. Together these make up the renal client discourse that models the distinctive perspective from their position within the renal context, underlying each of their individual accounts of their experience of illness and therapy. These concerns include symptoms from chronic renal failure and dialysis, limitations resulting from the negotiation of the therapeutic regime into their lifestyle, their sense of ongoingness and uncertainty of living on dialysis, and the altered interrelationship between autonomy and dependence inherent in living on dialysis. The study suggests that the individual accounts can be understood as resulting from the interaction of the various dimensions of their own personal social locations, including their gender and ethnicity, with the concerns of client discourse, reflecting their common position as people living on dialysis. One important implication of this understanding is that the role of nursing in the renal setting can be articulated as a response to the experience of the person living on dialysis. The nurse can support the renal client in seeking to integrate the requirements of the therapeutic regime, reflecting the dominant discourse, into their personal situation, reflecting the interaction of their own personal location with their position as a person living on dialysis, outlined in the client discourse.</p>

The Concerns of Pakeha Men Living on Home Haemodialysis: a Critical Interpretive Study

<p>This nursing study seeks to understand the experience of one group of people with chronic renal failure using renal replacement therapy, Pakeha men living on home haemodialysis. It is based on the assumptions that people living on dialysis have distinctive experiences that are characterized by common concerns reflecting their shared position as subjects of renal illness and therapy, but that these are not easy to discern because they are obscured by the professional viewpoint that is dominant in the renal setting. In order to understand the experience of people living on dialysis this study develops a critical interpretive approach, seeking the participant's own interpretation of their individual experiences, but then reinterpreting them from a critical standpoint, recognizing that they can only be adequately understood by contextualizing them, in order to discern the common perspective underlying them in contrast to the dominant professional viewpoint in the renal setting. Using some ideas derived from the thought of Michel Foucault this study develops a critical nursing view of the renal setting, as a specialized healthcare context that is constituted by several interrelated discourses, primarily the dominant professional discourse, but also by several other discourses, in particular a client discourse that is a response to the dominant discourse. The different discourses reflect contrasting perspectives based on the different positions of various groups within the renal context. The study presents accounts, derived from interviews, of the experience of six Pakeha men living on home haemodialysis. Reflecting on these accounts as a set, by contextualizing them in terms of the critical nursing view of the renal setting, I outline four concerns of Pakeha men living on home haemodialysis. Together these make up the renal client discourse that models the distinctive perspective from their position within the renal context, underlying each of their individual accounts of their experience of illness and therapy. These concerns include symptoms from chronic renal failure and dialysis, limitations resulting from the negotiation of the therapeutic regime into their lifestyle, their sense of ongoingness and uncertainty of living on dialysis, and the altered interrelationship between autonomy and dependence inherent in living on dialysis. The study suggests that the individual accounts can be understood as resulting from the interaction of the various dimensions of their own personal social locations, including their gender and ethnicity, with the concerns of client discourse, reflecting their common position as people living on dialysis. One important implication of this understanding is that the role of nursing in the renal setting can be articulated as a response to the experience of the person living on dialysis. The nurse can support the renal client in seeking to integrate the requirements of the therapeutic regime, reflecting the dominant discourse, into their personal situation, reflecting the interaction of their own personal location with their position as a person living on dialysis, outlined in the client discourse.</p>

Facilitating Tacit Knowledge Construction

Design knowledge, for its most part, is tacit. The embedded and inherent nature of tacit knowledge implies that it is a cognitive and internal construct acquired through the design act of doing. However, it is also socially constructed through shared experiences, collaborations and interactions. The design studio is a dynamic, pedagogical site that facilitates the construction of tacit knowledge through its myriad of interactive spaces. Online and virtual platforms offer opportunities to extend the learning boundaries of its social realm. Studies in the influence of these spaces on tacit knowledge construction are currently insufficient. An interpretive study was conducted in different studio environments within the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University to further the understanding of tacit knowledge construction in blended learning environments.

Autopercepción como docentes de los bibliotecarios del grado universitario en enfermería en España

Las funciones de los bibliotecarios en la universidad incluyen cada vez más responsabilidades relacionadas con la docencia. Se ilustra la relevancia del acceso y uso competente de la información en el Grado en enfermería. El bibliotecario docente universitario emerge como la figura que debe asumir responsabilidad en la formación de los estudiantes en materia de información. El objetivo del estudio fue analizar las percepciones que estos tienen con respecto a su desarrollo profesional y sus funciones como docentes. Se optó por un estudio descriptivo e interpretativo con un abordaje cualitativo. Se realizaron 21 entrevistas semiestructuradas a bibliotecarios de 18 universidades españolas que imparten docencia en el Grado en Enfermería. Los hallazgos sugieren que los bibliotecarios demandan más formación pedagógica antes de comenzar su carrera bibliotecaria, colaboración de los docentes y reconocimiento por parte de la universidad para una perfecta comprensión de su concepto como nueva figura en la docencia. The functions of librarians in the university increasingly include responsibilities related to teaching. The relevance of the competent access and use of information in the Nursing Degree is shown. Academic librarian in University emerges as the accurate figure to assume responsibility in the "information management skills" student´s training. The objective of this study was to analyze the librarians perceptions regarding professional development and their functions as teachers. Through qualitative approach, a descriptive and interpretive study was performed. Twenty-one semi-structured interviews were conducted with librarians from 18 Spanish universities teaching in the Nursing Degree. The findings suggest that librarians demand more pedagogical training before starting their library career, mayor collaboration with teachers and institutional recognition as necessary for a perfect conceptual understanding of their new teaching figure.