60,325 research outputs found
Prevention from a community perspective facilitating and constraining factors perceived by nurses in local community health centers in the course of prevention and health promotion
The purpose of this paper is to explore the sti- mulating factors and the obstacles experienced by nurses in community health centres in their work with prevention and health promotion. We conducted the qualitative research design con- sisting of fifteen nurses in five community health centres in Ghent. There was also a focus group and participant observation. All partici- pants experienced stimulating factors as well as obstacles in their work with preventive interven- tions. The most strongly facilitators were the Electronic Medical File and the multidisciplinary approach. The obstacles mentioned by the nurs- es were the communication problems and the financial problems. This study may have an im- portant impact on nursing practice and nursing prevention. Further research is needed on nurs- es working in community health centres and the way they approach their patients in the course of preventive actions
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Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal
`Creative Teaching for Tomorrow: Fostering a Creative State of Mind' is a study by distinguished authors Teresa Cremin, Jonathan Barnes and Stephen Scoffham. Based on a research project undertaken during 2004-2005 by Canterbury Christ Church University and Future Creative, the book explores the characteristics of creative teachers, identifying the behaviours and environments that support the development of these attributes.
`Creative Teaching for Tomorrow' involves a survey of 20 schools, revealing evidence that creative thinking benefits students economically, socially and academically. Real-life interviews with teachers and students, complete with questions and answers, attest that creative approaches do help to increase learners' personal curiosity and desire to learn, to realise the importance of risk-taking and to become more engaged with the learning experience as well as the world around them
'Safety: everybody’s concern, everybody’s duty?' Questioning the significance of 'active citizenship' and 'social cohesion' for people's perception of safety
The catchphrase “Safety: everybody’s concern, everybody’s duty” implies that in order to safe-guard the social order and safety we, the professionals as well as the public, need to unite and work together. In this sense, social connectedness and civic engagement are perceived as the prime sources to counter crime and people’s perception of safety. In this paper, we will first clarify that the references to ‘active citizenship’ and ‘social cohesion’ in criminal policy discourse are the result of the development of ‘perception of safety’ as an autonomous subject for research and policy. Policymakers have come to see (in)security as a phenomenon that needs to be explained by taking into account crime and non-crime related factors. Next, we will describe the emergence of ‘social cohesion’ and ‘active citizenship’ as natural barriers against crime and other deviant behaviour and as prerequisites for people’s perception of safety. In the third part, however, we will point out that both concepts are not necessarily positively interlinked with people’s ‘perception of safety’. Moreover we will indicate that activating civic engagement and stimulating social cohesion can even be detrimental to people’s perception of safety. In the final part we will suggest that in order to understand people’s perception of safety, we need to consider the process of identity formation and social categorization
Literature-informed, one-turn action research: three cases and a commentary
Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to a) behaviour management, b) monitoring and assessing, and c) pupil-centred education. The assignments are analysed using Bloom’s (1964) typology of thinking skills, Handal & Lauvas’ (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick & Feldman (1999). They are positioned as cases of ‘literature-informed, one-turn’ action research; a concept which is discussed in relation to other concepts of action research
The national challenge: raising standards, supporting schools - gifted and talented pilot programme. Element 3: guidance on pedagogy for gifted and talented education (National Strategies: national challenge)
"This booklet provides a resource for teachers and subject leaders to focus on pedagogy – understanding the needs of individual gifted and talented pupils to drive the development of quality first teaching across the school.
This booklet contains Element 3 of a set of three. The other two are: User Guide and Element 1: Leading and Managing Improvement for gifted and talented education, and Element 2: Tracking progress of gifted and talented pupils.
Further information on the Gifted and Talented Pilot Programme can be found in 'National Challenge: Raising standards, supporting schools - Gifted and Talented Pilot Programme Introduction and overview'" - National Strategies website
Using Stories in Coach Education
The purpose of this paper is to illustrate how storied representations of research can be used as an effective pedagogical tool in coach education. During a series of continuing professional development seminars for professional golf coaches, we presented our research in the form of stories and poems which were created in an effort to evoke and communicate the lived experiences of elite professional golfers. Following these presentations, we obtained written responses to the stories from 53 experienced coaches who attended the seminars. Analysis of this data revealed three ways in which coaches responded to the stories: (i) questioning; (ii) summarising; and (iii) incorporating. We conclude that these responses illustrate the potential of storied forms of representation to enhance professional development through stimulating reflective practice and increasing understanding of holistic, person-centred approaches to coaching athletes in high-performance sport
Working with boys and men for a change : lessons from Fiji : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Developmental Studies at Massey University, Palmerston North, New Zealand
Male involvement in sexual and reproductive health and anti-violence interventions are two of the more common entry points in working with men to achieve gender equality. The most promising interventions are those that challenge gender norms, questioning men's views of themselves and stimulating their interest about gender equality in different ways. Although most interventions inevitably alter gender norms in an effort to change the behaviour of project recipients, if not executed in a gender-sensitive fashion, these interventions may exacerbate rather than alleviate existing inequalities. One important issue therefore is when, and to what extent, programming involving men should compromise on feminist goals. The Men as Partners pilot programme and Women's Crisis Centre in Fiji worked with similar groups of men in two distinct ways. The former adopted a locally and culturally appropriate style of addressing men about gender issues and sexual and reproductive health, and the latter took a more radical, feminist, 'rights' stance in workshops with men regarding violence. Through consultation with project participants, family members, project staff, and affiliated NGOs, the research raises questions and discusses the implications for on-going work with men in the field of gender and development. It draws some conclusions about the extent to which each intervention contributed to the transformation of attitudes among men towards equality, and emphasises the need for new 'men in development' strategies to be unapologetically feminist in their focus
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