Women's health education in undergraduate nursing courses

This article aimed to analyze the Women's Health Education in the Nursing courses in S?o Paulo, SP, Brazil, characterizing faculty members and the pedagogical processes implemented. A questionnaire was carried out with 17 professors responsible for the teaching. It was possible to observe good qualification of the faculty members, in its majority with teaching experience superior to five years. In addition, most of the professors have teaching education with partial dedication to teaching and research or work per hour. The denomination "Women's Health Nursing Assistance" is adopted by the majority of courses. The pedagogical processes tend to extend conceptual references, keeping expositive classes as the main teaching strategy and written tests are the most applied evaluation method. The teaching of woman's health presents, therefore, a more critical perspective about woman's health with the participation of graduate professors and learning situations that integrate both the transmission and the active construction of knowledge.     

The pedagogical practice of nursing teachers and their knowledge

This article has as objectives investigate the faculty knowledge that embase the pedagogical practice of the nursing-professors, glimpsing to understand the meaning of this social practice in what it refers to the process to become a professional professor. The qualitative nature study, with methodological emphasis in verbal story, used as instruments of data collection semi-arranged interviews, and the data analysis starting from the content analysis. Among the results obtained from the analysis, it has proven that the faculty knowledge and the pedagogical practice positively incises for the consolidation of the process to become professional professor in the scope of the faculty in the nursing course at UFPI.     

Insights about the challenge of nursing education administration

This article aims to trigger ideas and to point elements to for leaders' development to nursing education administration. While assuming the administrative role is necessary to understand the dimension of the educational process as something that goes beyond the simple knowledge transference. We present issues related to the nursing education dimensions, about the building a political pedagogical guideline to actions of professional development, based in the policies for the nursing curriculum. We mention the role of faculty leaders in the courses external and internal evaluation. We also present the need to redirect nurses' education to prepare them to respond properly (technically, scientifically and politically) to the workforce demand.     

Models of faculty development for problem-based learning

Learning an innovative teaching method such as a problem-based learning is difficult for most faculty members because the method is based upon assumptions about learning that are often at variance with their beliefs. Faculty development can challenge assumptions about learning, provide experience with a new technique, and offer specific pedagogical skills that are needed to succeed as a tutor. A comprehensive approach to faculty development, derived from the literature in higher education, would include: instructional development, professional development, leadership development, and organizational development. Research on faculty development indicates positive results of such efforts. Faculty members who choose to learn about problem-based learning appear to progress through predictable stages of development that include: understanding and valuing the rationale for problem-based learning, acquiring general and content-specific tutor knowledge and skills, developing advanced skills in problem-based learning, and developing leadership and scholarship skills. Each of these steps, plus organizational vitality, are described along with recommendations for implementing such programs. Finally, five models of faculty development derived from medical schools with problem-based learning curricula are examined.     

On organizational models for clinical education.

For reasons more epistemological than pedagogical, the preclinical, theoretical part of allied health education can be provided by a relatively small number of faculty in a centralized educational institution. Clinical education, however, is pluralistic, requiring a variety of clinical teachers, who use a variety of clinical approaches, in various clinical settings. Three models for the organization of clinical education are explored: 1) the external model, in which theory teaching is offered in an educational institution relatively divorced from clinical teaching provided in clinical service settings; 2) the internal model, in which both theory and clinical teaching are provided in the same institution; and 3) the bridging model, in which educational and clinical service institutions remain organizationally separate but with bridging arrangements to facilitate the clinical education. The advantages and disadvantages of each model are considered.     

The use of a developmental continuum in early childhood clinical experiences: building preservice teachers’ knowledge of cognitive development

The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development and developmentally appropriate pedagogical practices at three select universities. Participants included preservice teachers and faculty members. The researcher collected and analysed data from interviews, documents, and surveys. Participants from this study proposed preservice teachers gained knowledge about children’s cognitive development as well as learned how to use this knowledge in their pedagogical practices by participating in clinical experiences that targeted a developmental continuum approach.     

Priorities and benchmarks for new faculty in physical therapist education programs: perceptions of program directors

The purpose of this study was to establish development priorities, ideal workload and performance levels, and preferred faculty development activities for new faculty in professional-level physical therapist education programs. A preliminary questionnaire was sent to 183 directors of these programs to identify new faculty and their program directors. Eighty-five new faculty and 79 of their program directors were identified and sent comparable surveys with questions that pertained to the current and ideal teaching, scholarship, and service activities of the new faculty. Results indicated that both new faculty and program directors agreed on ideal workload levels and that workloads for new faculty should shift from teaching to scholarship. New faculty set performance levels that are significantly higher than those identified by their program directors. Development priorities for the new faculty varied from knowledge and skills in instruction as expressed by program directors to scholarship as expressed by new faculty. Individual consultations were the highest preferred faculty development activity reported by both groups. These findings provide direction for the content and delivery method for faculty development activities for new faculty in these and similar education programs.     

'I don't have time': issues of fragmentation, prioritisation and motivation for education scholarship among medical faculty

Objectives  Although lack of time has been frequently cited as a barrier to scholarship, there has been little inquiry into what specific factors medical faculty staff perceive as contributing to this dilemma. The purpose of the present study was to explore, in greater detail, lack of time as a barrier for faculty interested in pursuing education scholarship.
Methods  In 2004, as part of a cross-sectional, mixed-methods needs assessment, 73 (67.6%) medical faculty completed a questionnaire probing areas related to education scholarship. Additionally, one year later, 16 respondents (60% of those invited) each participated in one of three focus groups.
Results  Despite their interest and regardless of their background training in education, faculty were able, on average, to devote only negligible amounts of time to education scholarship. The most commonly reported barrier to these pursuits was lack of protected time. Further analysis revealed that the time-related factor appeared to involve three themes: fragmentation (where opportunities to work on education projects are sporadic); prioritisation (where work responsibilities including after-hours work and administrative workload complete for time, and where there is difficulty in securing financially remunerated time), and motivation (where the degree of recognition and support for education work by both the department and colleagues is limited).
Conclusions  With respect to education scholarship, the dilemma caused by lack of time involves a complex, multi-faceted set of issues which extends beyond the number of hours available in a day. Personal interest and having background training in education do not appear to be sufficient to encourage involvement. Multiple institutional support mechanisms are necessary.     

Responsible Decision-Making Through Measured Criteria for Faculty Time Use

The demands upon faculty's time use within the three missions of universities have always created shared tensions in many academic settings. However, the move to post-baccalaureate entry in occupational therapy education has added complexity to this mix, with increasing expectations of graduate education and scholarship both for faculty and students. This article will present the development of the EKU-OT Faculty Work Profile, a model for categorizing faculty's time use during an academic year. The model provides a mechanism for faculty exploration of occupational patterns in an academic setting. The need for increased scholarship in occupational therapy education is addressed as an outcome measure for strategic planning. Potential use and implications will be presented as they relate to the complexities of faculty work inherent in higher education settings.     

Reflections on a pedagogical praxis based on educational references and guidelines for nursing training

This text aims at supplying elements for reflection on Nursing education, considering the introduction of national curricular guidelines and the need for the creation of political-pedagogical projects in undergraduate programs. By taking as a reference some constituent factors of the pedagogical praxis, it searches to raise critical thinking on this field, on the bases and the plan for pedagogical action, as well as the relationship between theory and practice and the roles of the individuals involved in a teaching-learning process.     

Effects of Problem-Based Learning Curricula on Faculty Learning: New Lenses, New Questions

Literature on the impact of problem-based learning (PBL) in medical education has short-changed important questions about the effect of PBL curricula on faculty learning and on faculty knowledge of their subject matter. This paper opens up new questions about the impact of PBL in medical colleges and other health sciences by focusing attention on its effects on faculty learning, on collegial networks in medical colleges, and, consequently, on other scholarly work by faculty. A brief review of research on the effects of PBL on faculty and faculty development is followed by a synthesis of relevant research findings from research on teaching and faculty learning in other disciplines. A new conceptual framework, drawn from the educational paradigms, methods and empirical findings from those other areas of higher education research and research on secondary school teaching, is applied to designing, examining, and evaluating problem-based learning. Viewing faculty as learners prompts a new research agenda including questions such as: What do faculty members learn by participating in integrative, interdisciplinary problem-based learning courses? How? How is that learning related to or integrated with other aspects of their scholarly work?     

Putting Socrates back in Socratic method: Theory‐based debriefing in the nursing classroom

The term “Socratic method” is so pervasive in education across the disciplines that it has largely lost its meaning, and it has lost its roots in its originator—the historical Socrates. In this article we draw from the original source, Plato's ancient dialogues, to understand the theory and principles behind the questioning used in Socratic method. A deep understanding of Socratic method is particularly timely now as nursing leaders call for increased use of theory‐based debriefing across the nursing curriculum. Socratic questioning is ideally suited as a method for debriefing in nursing classrooms because of its ability to enhance critical thinking and self‐reflection of the learner and because of its basis in care for the learner through a learner‐centred design. We present an analysis of the Socratic method in Plato's works and provide an overview of the key Socratic principles and techniques. We illustrate these principles and techniques with examples of how Socratic teaching can be applied in the nursing classroom, and we address the challenges and rewards for nursing faculty implementing Socratic method. Learning about Socratic method directly from Plato's dialogues can provide a richer and more robust understanding of this key pedagogical technique and help nurse educators practice more intentional and informed Socratic questioning and debriefing.     

The need for technical literacy in doctoral education: a preliminary survey

An electronic survey was sent to 1,026 rehabilitation sciences faculty members at higher education institutions around the nation to determine the relative importance faculty in the rehabilitation sciences placed on technical literacy skills in higher education. The survey contained a list of 55 technology and distance education skills in six broad areas: electronic searches and resources, computer productivity tools, Web-based instruction, teleconferencing, using technology to deliver instruction, and virtual mentoring. For each skill, respondents indicated the level of importance they attached to each skill as it relates to successful performance as a faculty member in the rehabilitation professions by selecting a number between 1 and 5, with 1 indicating that the skill is not at all important and 5 indicating that the skill is extremely important. The return rate of the survey was 17.6%. Although there was considerable variability for rated importance of skills within categories, results indicated that skills related to computer productivity and electronic searches were judged as most important to faculty success. Those skills related to newer technologies and skills related to troubleshooting were rated as least important. Discussion of these findings and implications for future research and doctoral instruction are presented.     

Von Wellness zu Healthness?

Background

There is a current trend in leisure research from using the term “wellness” to using “healthness”. This trend can be seen as an opportunity for the tourism industry, which is currently seeking new orientation. The new law of prevention in Germany- the “Gesetz zur Förderung der Prävention” which aims to encourage disease/illness prevention is a further reason for a review of the health tourists pallette. This process should lead to structural and systematic innovation. Basis for this appears to be good basic health education.

Questions and aims

This paper tries to analyze which role health education in the tourist setting plays towards a sustainable health promotion. The answer of this question is found in the pedagogical field of “Informal Health Education” Aims of this pedagogical solutions are behaviour modifications and the enhancement of health-related subjective quality of life. However, such health education systems are currently rarely used resources, not only by institutions of health costs but also of by their users.

Results

Health resorts which are far away from home represent locations of informal education which is suitable for health education. This will provide excellent opportunities to enforce sustainable learning. In the context of self organised, discovering learning which will gain more importance by a to be developed pedagogic interventions. This interventions are characterized by terms such as helping, accompanying and protecting.     

Concept maps in medical education: an analytical literature review

Medical Education 2010: 44 : 440–448 Objectives As the medical profession continues to change, so do the educational methods by which medical students are taught. Various authors have acknowledged the need for alternative teaching and learning strategies that will enable medical students to retain vast amounts of information, integrate critical thinking skills and solve a range of complex clinical problems. Previous research has indicated that concept maps may be one such teaching and learning strategy. This article aims to: (i) review the current research on concept maps as a potential pedagogical approach to medical student learning, and (ii) discuss implications for medical student teaching and learning, as well as directions for future research. Methods The literature included in this review was obtained by searching library databases including ACADEMIC SEARCH, ERIC, EBSCOHost, PsychINFO, PsychARTICLES, PubMed/MEDLINE, CINAHL and EMBASE. This literature review is a summary of both conceptual and empirically published literature on the uses of concept mapping in medical education. Results The 35 studies reviewed here indicate that concept maps function in four main ways: (i) by promoting meaningful learning; (ii) by providing an additional resource for learning; (iii) by enabling instructors to provide feedback to students, and (iv) by conducting assessment of learning and performance. Conclusions This review provides ideas for medical school faculty staff on the use of concept maps in teaching and learning. Strategies such as fostering critical thinking and clinical reasoning, incorporating concept mapping within problem‐based learning, and using concept mapping in group and collaborative learning are identified. New developments in medical education include the use of serial concept maps, concept maps as a methodology to assist learners with lower cognitive competence, and the combination of group concept maps with structured feedback.     

Trends of knowledge production in health education in Brazil

This literature review aimed to identify the concept of Health Education used by researchers in Collective Health; to present the main trends and pedagogical references defended in these studies and to exemplify studies constructed with the objective to promote health education by means of participant strategies with the community's involvement. After reading and analyzing 22 articles searched in the Scientific Electronic Library Online that answered the study questions, the following categories of analysis were constructed: Health Education in Brazil--conceptual aspects; pedagogical practices in education and health; health education applied to professional practices. Health education is an essential field to the development of a society and educative practices are opportunities to apply knowledge directed to social growth. The importance of educational proposals based on the reflection, critique, involvement and awareness is perceived, as well as the importance of implementing new educative programs to meet the population's needs.     

Factors affecting allied health faculty job satisfaction: a literature review

Evidence in the literature suggests job satisfaction can make a difference in keeping qualified workers on the job, but little research has been conducted focusing specifically on allied health faculty. In order to attract and retain top quality faculty, colleges and universities should understand the variables impacting faculty satisfaction and develop a plan to enhance satisfaction. An integrative literature review (CINHAL, ERIC, Journal of Allied Health, Chronicle of Higher Education, Research in Higher Education, and current books on job satisfaction) of faculty job satisfaction and dissatisfaction produced a variety of publications presenting the key determinants of job satisfaction by allied health faculty in the United States. The purpose of the analysis was to examine the various factors that influence job satisfaction, especially by allied health faculty, in institutions of higher education in the U.S. The procedure used for this analysis consisted of reviewing allied health and higher education faculty studies to identify factors influencing job satisfaction, research questions, sample size reported, instruments used for measurement of job satisfaction, and job satisfaction results. While the theoretical models of allied health and higher education faculty job satisfaction exist separately in the literature, their remarkable similarities permit the prospect of a contemporary framework of the essential components of job satisfaction. Potential opportunities for continuing research on the personal and professional variables impacting job satisfaction of allied health faculty and similar disciplines are presented.     

General education in the professional curriculum: faculty perceptions of contributions

This study investigated general education contributions to the professional development of majors in five selected health professional disciplines from 114 accredited programs. The findings identified that the most important general education contributions to health professional development, as perceived by faculty, included abilities to communicate verbally and in writing, to solve problems, to understand one's own and others' behavior, and to develop a personal value system. Although health professional faculty reported strong satisfaction with the size, content, and contribution of the general education curriculum, there was little collaborative curriculum planning between faculty in professional and general education programs. These latter findings are at odds with national reports lamenting the state of general education. A variety of strategies are described for opening channels of communication between health professional and general education faculty and for integrating general education and professional curricula.     

The rotational approach to medical education: time to confront our assumptions?

Medical Education 2011: 45 : 69–80 Context Trainees in undergraduate and postgraduate medical education engage in multiple transitions as part of the educational process, including many transitions that occur on both periodic and daily bases within medical education programmes. The clinical rotation, based on either a medical discipline or clinical care setting and occurring over a predetermined, short period of time, is a deeply entrenched educational approach with its roots in Abraham Flexner’s seminal report. Many assumptions about the presumed benefits of clinical rotations have become pervasive despite a lack of empirical evidence on their optimal timing and structure, and on how transitions between clinical rotations should occur. Methods In this paper, we examine the issue of rotational transitions from the three perspectives of sociology, learning theory, and the improvement of quality and safety. Results Discussion from the sociological perspective addresses the need for much greater attention to interprofessional relationships and professional development, whereas that from the learning theory perspective examines the gap between what is known from pedagogical and cognitive science and what is currently practised (learning theory). Discussion from the perspective of improving quality and safety refers to the critical need to embed trainees in functional clinical microsystems as meaningful participants. Conclusions Research is urgently needed on the effects of transitions on trainees, faculty staff, non‐doctor health care providers and patients in order to optimise future competency‐based training models and confirm or refute current assumptions.     

Physical therapist student interest in full-time faculty positions

A strong demand exists for allied health faculty in institutions of higher education. This study focused on physical therapists for the purposes of: 1) determining student physical therapist interest in full-time faculty positions at some point in their professional careers, 2) identifying factors that might influence student interest in full-time faculty positions at some point in their careers, and 3) being able to suggest ways in which students might be encouraged to consider academic careers in the future. Twenty-nine accredited professional physical therapist programs gave permission for their graduating students to be surveyed; 1,160 surveys were sent out, and 1,037 usable surveys were returned (89% return rate). Of the 1,037 respondents, 569 students (59%) expressed an interest in pursuing a full-time faculty position at some point in their career. Demographic data were reported, and chi 2 was used to analyze survey results statistically. The items that were statistically significant with regard to interest in a full-time faculty position were: 1) a physical therapist instructor had encouraged a student to pursue a full-time faculty position, 2) the student had a learning experience in which a faculty position was discussed as a career option, and 3) the student had a parent who was employed in education. Physical therapist faculty members were identified by students as the group with the greatest influence on a student's decision to choose an academic career. Students identified the following factors as negatives for pursuing full-time faculty positions: 1) having to be engaged in research projects, 2) being restricted to treating patients only occasionally, and 3) being required to speak before groups. The results of this study suggested methods that physical therapist faculty might employ to recruit students to academia, such as providing individual encouragement, discussing faculty positions as a career option, providing opportunity for students to become more comfortable with aspects of research and with public speaking, and informing students that in many academic settings one still can treat patients. Further research is needed to determine if these results can be generalized to other allied health professions.