Investigación-acción en las prácticas pedagógicas sobre la enseñanza del cuidado: Experiencia docente

Introduction: The teaching of care requires special attention, as well as recognizing its representational nature, what is its dynamics and what are its relationships with the practice itself. Objective: To intervene in the training of teachers for the teaching of care, through the interpretation and awareness of their pedagogical practices that transcend the academic performance of the students of the Nursing Degree. Methodology: Action research with a qualitative-interpretive approach. The intervention was carried out through a course workshop on the teaching of care, given by the researchers to 30 practice and clinical teachers in undergraduate Nursing. The course was structured using the Charles Maguerez Arc methodology in its five stages. The meetings of the sessions were observed in a participatory way, recorded in a field diary and audio-recorded, for later transcription and content analysis. Categories of analysis were formed from the reflections and participation of the teachers: a) Meaning of the teaching of care, b) Pedagogical practices based on the example (hidden curriculum) and, c) Identification of needs to improve pedagogical practices. Results: Among the professors' speeches it was identified that the meaning of the teaching of care transcends in the human relationship; those pedagogical practices must promote the relationship and accompaniment of the student, as well as empowerment, security, and self-confidence, and that there are pedagogical and didactic needs to favor learning and link theory and practice. Conclusions: It is necessary to strengthen work teams and continuous training in the teaching of care, distinguishing that there are opportunities for improvement in the development of pedagogical practices. Introducción: La enseñanza del cuidado requiere especial atención, así como reconocer su naturaleza representacional, cuál es su dinámica y cuáles son sus relaciones con la propia práctica. Objetivo: Intervenir en la capacitación de profesores para la enseñanza del cuidado, mediante la interpretación y concientización de sus prácticas pedagógicas que trasciendan en el desempeño académico de los estudiantes de la Licenciatura en Enfermería. Metodología: Investigación-acción con enfoque cualitativo-interpretativo. La intervención se llevó a cabo mediante un curso-taller sobre la enseñanza del cuidado, impartido por las investigadoras a 30 docentes de práctica y clínica en el pregrado de Enfermería. El curso se estructuró mediante la metodología del Arco de Charles Maguerez, en sus cinco etapas. Los encuentros de las sesiones fueron observados de forma participante, registrados en un diario de campo y audio-grabados, para posterior transcripción y análisis de contenido. Se conformaron categorías de análisis a partir de las reflexiones y participaciones de los docentes: a) Significado de la enseñanza del cuidado, b) Prácticas pedagógicas a partir del ejemplo (currículum oculto) y c) Identificación de necesidades para mejorar las prácticas pedagógicas. Resultados: Entre los discursos de los profesores se identificó que el significado de la enseñanza del cuidado trasciende en la relación humana; que las prácticas pedagógicas tienen que promover la relación y acompañamiento al estudiante, así como el empoderamiento, la seguridad y confianza en sí mismo y que existen necesidades pedagógicas y didácticas para favorecer el aprendizaje y vincular la teoría y la práctica. Conclusiones: Se requiere fortalecer los equipos de trabajo y la capacitación continua en la enseñanza del cuidado, distinguiendo que existen oportunidades de mejora en el desarrollo de las prácticas pedagógicas. Resumo:O ensino do cuidado requer atenção especial, além de reconhecer seu caráter representacional, quais são suas dinâmicas e quais são suas relações com a própria prática. Objetivo: Intervir na formação de professores para o ensino do cuidado, por meio da interpretação e conscientização de suas práticas pedagógicas que transcendem o desempenho acadêmico dos alunos do Curso de Enfermagem.Metodologia: Pesquisa-ação com abordagem qualitativa-interpretativa. A intervenção foi realizada por meio de um curso-oficina sobre ensino do cuidado, ministrado pelas pesquisadoras a 30 professores de prática e clínica do curso de graduação em Enfermagem. O curso foi estruturado utilizando a metodologia do Arco de Charles Maguerez, em suas cinco etapas. Os encontros das sessões foram observados de forma participativa, registrados em diário de campo e audiogravados, para posterior transcrição e análise de conteúdo. As categorias de análise foram formadas a partir das reflexões e da participação dos professores: a) Sentido do ensino do cuidado, b) Práticas pedagógicas baseadas no exemplo (currículo oculto) e, c) Identificação de necessidades de aprimoramento das práticas pedagógicas.Resultados: Dentre as falas dos professores, identificou-se que o sentido do ensino do cuidado transcende na relação humana; que as práticas pedagógicas devem promover a relação e o acompanhamento do aluno, bem como o empoderamento, a segurança e a autoconfiança e que existem necessidades pedagógicas e didáticas que favoreçam a aprendizagem e vinculem teoria e prática.Conclusões: É necessário o fortalecimento das equipes de trabalho e a formação continuada no ensino do cuidado, destacando que há oportunidades de melhoria no desenvolvimento das práticas pedagógicas.

Management Development of Problem-Based Learning

Problem-based learning has been used in high school classrooms for a long time. Despite all the theory and practical recommendations on the usefulness of problem-based learning, empirical research reveals that it primarily impacts problem-solving. Critical thinking problems and talents, but not necessarily knowledge. Various theoretical techniques, which are addressed in this work, can assist problem-based learning. After that, a detailed assessment of the empirical literature on problem-based learning is offered, focusing on its use in Informatics Technology Education classrooms. This study utilises the literature study approach to complete this study, which entails acquiring and analysing data from various sources. Existing theoretical concepts, such as problem-based learning, do not link theory with relevant research as well as new pedagogical theories. In problem-based learning, objectives and learning outcomes take precedence over time and resources. According to this study, problem-based learning will increase student learning assessment in the future.

Stuck on repeat: Why do we continue to ruminate?

An oft misattributed piece of folk-wisdom goes: “Insanity is doing the same thing, over and over again, but expecting different results.” In many cases, we don’t just do things repeatedly but think over the same topics repeatedly. People who ruminate are not often diagnosed as insane—most of us ruminate at some point in our lives—but it is a common behaviour underlying both depression and anxiety (Nolen-Hoeksema in J Abnorm Psychol 109(3):504, 2000). If rumination is something we all do at some time, what is it about ruminative thought that makes it ‘sticky’ and difficult to stop for the worst sufferers? In order to answer this question, I will present a plausible account of how ruminative behaviour becomes entrenched to the point where sufferers of anxiety and depression simply cannot make meaning from the world except in terms of the kinds of behaviours, actions and thoughts they have become reliant on. I develop my account from Barrett’s theory of constructed emotion (2006, 2011, 2014) using the work of Merleau-Ponty (Phenomenology of perception, Taylor and Francis Group. (Online), ProQuest Ebook Central, 2012. https://ebookcentral.proquest.com/lib/ed/detail.action?docID=1433878. Accessed 29 Dec 2020) in order to bridge the gap between the explicit thought we experience—an important part of the lived experience of rumination. To conclude, I will apply my account to Wu and Dunning’s (Rev General Psychol 22(1):25–35, 2018; Hypocognitive mind: How lack of conceptual knowledge confines what people see and remember, 2019. 10.31234/osf.io/29ryz) theory of hypocognition to further illuminate the particular cognitive qualities that can be experienced by ruminators, i.e. a prohibited access to particular emotion concepts.

Building resilient destinations and communities: the need for greater industry, community and academic collaboration

Purpose This paper provides a conclusion to the theme issue by commenting on the contributions made by the writing team. Moreover, this paper advocates the use of interdisciplinary teams to build resilience in the tourism and hospitality industries. Design/methodology/approach This paper draws on research and best practices cited in the preceding papers and offers viewpoints that link theory and practice. Findings Although there is no one specific way to summarize the contents of this theme issue, the findings build on the idea of forging trust and alliances to advance local and global resilience. Originality/value Post-disaster resilience is certainly relevant to the tourism and hospitality industries amid the ongoing COVID-19 pandemic. Findings and implications from this series of articles, interviews, and viewpoints can be used to aid the recovery of the tourism and hospitality industries.

Testing theories with Bayes factors

Bayes factors are a useful tool for researchers in the behavioural and social sciences, partly because they can provide evidence for no effect relative to the sort of effect expected. By contrast, a non-significant result does not provide evidence for the H0 tested. So, if non-significance does not in itself count against any theory predicting an effect, how could a theory fail a test? Bayes factors provide a measure of evidence from first principles. A severe test is one that is likely to obtain evidence against a theory if it were false; that is, to obtain an extreme Bayes factor against the theory. Bayes factors show why hacking and cherry picking degrade evidence; how to deal with multiple testing situations; and how optional stopping is consistent with severe testing. Further, informed Bayes factors can be used to link theory tightly to how that theory is tested, so that the measured evidence does relate to the theory.

Simulation-based Machine Learning for Optoelectronic Device Design: Perspectives, Problems, and Prospects

Numerical simulation and machine learning represent opposite approaches to computational analysis of the real world, deductive vs. inductive. However, both methods suffer from various uncertainties and even their combination often fails to link theory and reality. Focusing on GaN-based light-emitting diode (LED) design optimization, this paper evaluates examples of simulation-based machine learning from a physics point of view. Strategies are suggested for achieving more realistic predictions.

Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context

This article focuses on university students’ perceptions of their learning and social experiences in the context of an institution-wide pedagogic shift to Active Blended Learning (ABL). It explores students’ perceived enablers and barriers to learning in the new environment. Thematic analysis was conducted on data collected through focus groups involving 60 students. Three key categories emerged: (1) learning experiences, (2) social experiences and (3) support provision. Findings suggest that quality learning experiences are necessary but not sufficient to provide a quality overall student experience. Tutors play a key role in both. Staff-student partnerships are central to promote learner engagement and a sense of belonging. Students value, above all, regular synchronous and asynchronous interaction with peers, tutors and content, enabled by sound pedagogic design and the appropriate deployment of digital technologies. Employability-focused activities that explicitly link theory and practice are regarded as an essential ingredient in learning and assessment. Students view support as a holistic term that integrates academic and pastoral aspects.

A user’s guide to basic knot and link theory

We define simple invariants of knots or links (linking number, Arf-Casson invariants and Alexander-Conway polynomials) motivated by interesting results whose statements are accessible to a non-specialist or a student. The simplest invariants naturally appear in an attempt to unknot a knot or unlink a link. Then we present certain ‘skein’ recursive relations for the simplest invariants, which allow us to introduce stronger invariants. We state the Vassiliev–Kontsevich theorem in a way convenient for calculating the invariants themselves, not only the dimension of the space of the invariants. No prerequisites are required; we give rigorous definitions of the main notions in a way not obstructing intuitive understanding.