An Online Educational Program Improves Pediatric Oncology Nurses’ Knowledge, Attitudes, and Spiritual Care Competence

This study evaluated the potential impact of an online spiritual care educational program on pediatric nurses’ attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. It was hypothesized that the intervention would increase nurses’ positive attitudes toward and knowledge of spiritual care and increase nurses’ level of perceived spiritual care competence. A positive correlation was expected between change in nurses’ perceived attitudes toward and knowledge of spiritual care and change in nurses’ perceived spiritual care competence. A prospective, longitudinal design was employed, and analyses included one-way repeated-measures analysis of variance, linear regression, and partial correlation. Statistically significant differences were found in nurses’ attitudes toward and knowledge of spiritual care and nurses’ perceived spiritual care competence. There was a positive relationship between change scores in nurses’ attitudes toward and knowledge of spiritual care and nurses’ spiritual care competence. Online spiritual care educational programs may exert a lasting impact on nurses’ attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. Additional studies are required to evaluate the direct effects of educational interventions patient outcomes

Graduate Catalog, 1989-1990

https://scholar.valpo.edu/gradcatalogs/1017/thumbnail.jp

Graduate Catalog, 1990-1991

https://scholar.valpo.edu/gradcatalogs/1018/thumbnail.jp

In-Home Counseling for Young Children Living in Poverty: An Exploration of Counseling Competencies

Home-based counseling is increasingly an alternative mode of providing counseling services for children and families, reduces barriers to accessing traditional counseling services, and has also been shown to be effective. As such, the purpose of this qualitative study was to explore and describe the competencies needed to provide such counseling services. This study yielded five categories of competencies—necessary knowledge sets, case conceptualization, counseling behaviors, flexibility in session, and professional dispositions and behaviors. We also outline implications for counseling practice, counselor education, and public policy

Art and Medicine: from anatomic studies to Visual Thinking Strategies

Over the centuries the collaboration between artists and doctors and the relationship between art and medicine disciplines have been documented. Since the '60s the discipline of medical humanities has been developed in order to enrich the studies in medical sciences with the humanities. In the belief that medicine is more than just a set of knowledge and technical skills, medical educators have considered important to include the humanities as art, literature, philosophy, ethics, history, in the curriculum of training a good doctor. Despite there are examples of previous use of art as part of the curricula of medicine as a tool to develop the cognitive skills of observation and description, there is a general consensus that the semiotic competence starts from a correct and deep observation, "clinical eye", using senses to diagnose disease. It can talk about "Visual Thinking Strategy" (VTS) in this context. The VTS provides a way to enable the observation of the work of art, the process of analysis, comparison and discussion with others that allows the medical student to acquire a method to be applied also in clinical activity, improving skills in patient examination, by implementing the problem solving and critical thinking, getting used to teamwork, stimulating empathy toward patient and respect for others (whether patient or colleague). The observation practice should be key thing for medical training and this theory can be an aid to improve clinical skills. A trial of VTS for medicine students connected to Semiotic Course in collaboration with the Galleria Borghese in Rome during last academic year was carried out at The Degree Course in Medicine of the Faculty of Medicine and Psychology of Sapienza University.Keywords:Medical humanities, art, Visual Thinking StrategiesIntroductionArt understood as 'Tèchne' could be described as the application of rules set and experiences elaborated by man, therefore the knowledge, in order to make objects or to depict images taken from reality or fantasy world. Medical Science is a discipline defined as Art in so far as it able to apply the knowledge, therefore the Science of the disease cure. Over the centuries these disciplines have developed many relationships, in fact, we have document of the cooperation between artists and doctors. Let’s think , in Classical Antiquity, when artists could learn anatomical features only through the observation of athletes in gymnasium. Anatomical features, still unknown to the doctors, who could not use, for example, the dissection of corpse because this practice was prohibited for religious reasons. They were able to “admire” the representation of muscles stretching through sculpture, an example is Myron's Discobolus.In Medicine field only Herophilus of Chalcedon and Erasistratus, in the third century B.C. carried out dissections of "live" human bodies (1) until 1241 when Federico II promulgated the edict that authorized and stimulated the use of cadavers by doctors. In 1316 Mondino de Liuzzi wrote "Anothomia" founding the first School of Human Anatomy in Europe. It will have to wait the Renaissance, with the birth of the "modern" medicine, to discover that also the artists were able to use the human bodies for their anatomical studies. The first known example was Il Pollaiolo www.sensesandsciences.co

Investigating the washback effects on improving the writing performance of Iranian EFL university student

Because of the complex nature of writing as a social, cultural and cognitive phenomenon, and the variety of challenges faced by both learners and teachers, learning and teaching writing in EFL context, this study aimed to investigate the washback effects on improving Iranian EFL students' writing performance. Two research questions were addressed. The first was whether the test-oriented writing classes provide teachers with a taxonomy of more common errors in university EFL learners' scripts or not. The second aimed at investigating the significance of the difference in the writing performance of university EFL learners receiving washback treatment and those taught by the traditional method. The subjects of the research were ninety Iranian university EFL students, making up two intact classes of thirdyear majors. There were forty-five students per class, which consisted almost entirely female. The control group continued the traditional way of practicing writing in the classroom. The experimental group received washback–based instruction. The instructional program was then steered toward improving the areas of difficulty and focusing on the aspects that require more practice. The study showed that the rate of grammatical and lexico-semantic errors was more than errors in keeping cohesion, coherence and rhetorical organization.The diagnostic instructional program based on washback effect was satisfactory in improving the students' writing performance

The Scientist-Practitioner in a Counselling Psychology Setting

The human psyche is influenced by an extraordinary complexity of experiences. Many would therefore maintain that we can never completely understand another human being. As scientist-practitioners, is our purported allegiance to, and reliance upon, ‘official’ sources of knowledge (including theory and scientific evidence) sufficient for us to be confident that we can construct consistently helpful solutions from the myriad clinical data at our fingertips? Should we as psychologists accept that full understanding of causality is simply not an achievable objective? If we adopt the position that we can never fully explain causes, however, what role do we actually play? Can our interventions even be considered valid, let alone scientific? The question of how practitioners reflect upon their activity, and of the scientific assumptions behind their work, has occupied much debate in the field of psychology, and the many different strands of this debate are woven throughout the fabric of this book. In this chapter, we consider some of the many implications of this debate for counselling psychologists. Specifically, we begin by exploring the position of counselling psychology within the profession more broadly, and consider its place in the current controversy about the scientist-practitioner role. Next, we articulate some of our own practice in this regard, attempting not only to make note of the systematic approaches that we employ in counselling psychology but also to incorporate the wide range of expectation and experience that comes to the therapeutic endeavour. Finally, we try to define the type of scientist-practitioner that we envision in a counselling psychology setting

Graduate Catalog, 1991-1992

https://scholar.valpo.edu/gradcatalogs/1019/thumbnail.jp