Empowerment of Posyandu Cadres in Assisting Infant Massage at Fatululi Pustu, Kupang City

One form of growth and development stimulation that has been carried out by the community is by doing baby massage. Baby massage has many advantages, including reducing the habit of crying, gaining weight, making it easier for babies to sleep, practicing eye contact with the mother, reducing the baby's hormone stress level. The purpose of community service activities is to increase knowledge and skills of baby massage practice for Posyandu cadres and increase baby's weight and sleep quality. Materials used; phantom, questionnaire and internet quota.The methods are Pretest, Giving Materials through Lectures, Discussion/Question, Video screening and Posttest Followed by demonstrations, redemonstrations and direct massage practice on babies to improve Baby Massage Practice Skills. Results: Knowledge of baby massage before and after being given material with an assessment using the same instrument resulted in an increase in knowledge from a value of 50 to an average value of 80 values ??(minimum 70, maximum 90). Baby massage practice skills also increase along with the increase in knowledge so that it has an impact on weight gain and better sleep quality in babies. Conclusion; There is an increase in knowledge of cadres about infant massage followed by an increase in skills in terms of baby massage practices and the direct impact experienced by babies, namely increased weight gain and better sleep quality after being massaged every day regularly for 2 weeks.

Instructional Design to Foster Computational Thinking Using Educational Robotics

The way of approaching the difficulties in technological areas is opening potentialities for teaching and learning, considering the competences as actions that put into practice skills to solve problems. A clear example is the computational thinking that proposes a way of thinking and facing different challenges. Through the design-based research methodology and the ADDIE model, an instructional design is proposed to carry out activities using educational robotics, analyzing its impact on skills related to computational thinking. An educational intervention is carried out with students from 13 to 15 years old from the three grades of secondary education in Mexico. It was established that the student's reaction to a challenge is: a) Due to lack of confidence in his or her own abilities, it is difficult for him or her to face the problem. b) Knowledge of computer thinking allows him or her to think of a strategy to try to solve it. The results suggest that those who have notions about computer thinking have more facility to think and face the different challenges.

What Should Public Health Nurses Do in the Preparedness Phase of Disaster?

Disasters will lead to various problems in the community that cannot be resolved through standard procedures and require the assistance of other resources. Natural and human-caused disasters have been and will continue to occur throughout the world. This event strongly encouraged the nursing profession to develop a strategic plan to address the situation, which challenges the PHNs to handle catastrophic situations. The goal of the study was to explore the perceived knowledge and skills of PHNs in disaster management. A systematic review approach was applied, sources of information derived from the literature were obtained through various methods. In this study, the knowledge and skills of the PHNs in disaster management are discussed at the disaster preparedness stage (disaster risk and population identification, including inter-agency collaboration). PHNs should always be aware and ready for future disaster occurrences by enhancing their knowledge and heightening their clinical practice skills, particularly in disaster management. In addition, the collaboration among the Health Department and other institutions is required to develop regular disaster drills between healthcare providers and communities to enhance self-awareness and preparedness regarding emergency and disaster events.

The enablers and barriers to facilitating the development of reflective practice skills of third level allied health professional students through technology: A scoping review

BACKGROUND: The ability to reflect on one’s own performance, attitudes, and knowledge is an essential attribute of a competent allied health professional (AHP). Traditionally, reflective practice skills have been fostered during clinical placements via dyadic or narrative means (e.g. face-to-face supervision, journal writing, and observational assessment). However, with the onset of the Covid-19 pandemic, students face reduced opportunities for traditional clinical learning experiences, and embraced telepractice, simulation-based learning and other technology-based learning opportunities. OBJECTIVE: Research is limited regarding the use of digital technologies to facilitate the development of students’ reflective practice skills, therefore the best ways to facilitate this novel learning are not fully known and students may be disadvantaged as a result. As such, a scoping review was conducted to identify studies addressing the enablers and barriers to facilitating reflective practice skills of third level healthcare students, including speech and language therapy students, through technological means. METHODS: Five electronic databases were searched for studies published between 2016 to 2020. Identified records were imported into Covidence and titles and abstracts were screened by two independent reviewers. Data charting and critical analysis was completed by both authors independently. RESULTS: Six studies were ultimately included in data charting. These were of heterogeneous design and mixed quality. Four themes and a range of subthemes were identified regarding enablers and barriers to the facilitation of reflective practice via technological means. CONCLUSIONS: This research has provided critical information which may support the future use of technology in facilitating reflective practice among students. Competency in reflective practice is crucial to the professional development of students, yet Covid-19 and resultant restrictions present challenges to implementing the processes traditionally involved in developing such skills. This research highlights potential avenues for future developments in higher education which may overcome these barriers and augment the professional development of students.

Capability Assessment Model Development Micro Teaching Music Education Students Jurusan Sendratasik FBS UNP

This article is written based on research to produce a model and assessment system of teachingpracticeability, which can be utilized Educators and Education. This research was conducted by considering the need: (1) development of teaching practice skills that can improve students' high-level thinkingability, (2) assessment models relevant to learning achievements, (3) implementation of various and feasible assessments for students, as well as (4) the application of learning achievement assessment models and systems taking into account a variety of interests and talents. Data is collected through expert evaluation of teaching ability formulation and teaching ability assessment model and through focus group discussion with staff who are interested in the implementation of assessment. Data/information analysis is done descriptive qualitatively and quantitatively in accordance with the type of data collected. The results stated that the hypothetical model for assessment of teaching practice skills of music education students who demanded theavailabilityof: (1) practical classes and practical exams and labor praktik; (2) mentoring/instructors, examiners, and IT staff with sufficient amount and quality; and (3) guidelines and procedures as a reference for all parties involved in the implementation of the assessment.

How to Become Indispensable and Stay Relevant

School social workers are indispensable due to the menu of services they offer to students, the school, and the community and their unique knowledge base, which encompasses cultural responsiveness, theory (crisis intervention, ecological framework, systems theory, and strengths-based approaches), practice skills, and ability to connect and collaborate within an interdisciplinary team of professionals. Social workers can bring distinct and desirable perspectives to groups of educators. This chapter provides suggestions on how school social workers can find respect by, for example, honing their leadership skills, offering solution-focused perspectives, and advocating for the profession. This chapter offers guidance for those new to the field regarding how to showcase their social work perspective to help meet school-based and community needs.

Woke Disrupter

This article examines one of the most dangerous personifications of white supremacy, the Woke Vigilante - the “liberal do-gooder” and the social work profession’s role in their creation. White supremacy is frequently named to identify overt racism and discrimination by hate groups, ultra conservatives and increasingly throughout the government. There is another breed of white supremacy which lies beneath the surface and believes itself to be an ally, this is the Woke Vigilante. Unexamined social work education provides the right ingredients with the moral authority to turn white social workers into Woke Vigilantes. This conceptual article highlights the ways in which social work education currently addresses competencies of diversity and difference, as well as social justice. The authors then present a persuasive argument for white academic social workers to alter course and promote teaching and practice skills which incorporate social justice skills at all levels of practice, in other words social justice meta-practice skills. The danger of white supremacy when it is disguised as the Woke Vigilante may be best captured by Malcolm X when he spoke of the white liberals who disguise themselves as friends to the Black man only as a means to benefit their own self-interest without genuinely asking or listening to that which the Black community actually wants (X, 1963). Social work is all too familiar with the white liberal and must consider this a call to action, as well as a forewarning against further perpetuation of white hegemonic societal structures giving license to white do-gooders eager to go into Black communities and effect change. Authors present a resolve for white social workers to adopt the role of the Woke Disrupter.