Alien Registration- Hall, Rachel (Jackman, Somerset County)

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Education in Japan and England: a personal view

Japan and England tend to approach education in quite different ways and often for different ends. Japan tends to see the direct economic benefit that accrues from an educated population and therefore places a great deal of emphasis on schooling. Successive English governments have not been so keen to provide a nationwide system of schooling for several reasons: the fear of an educated working class and the feeling that it should be a private or clerical responsibility, for example. This does not mean that Japan devotes a particularly large slice of her resources to education but perhaps that she has more clearly defined aims

Effects of High Fidelity Simulation on Knowledge Acquisition, Self-Confidence, and Satisfaction with Baccalaureate Nursing Students Using the Solomon-Four Research Design

High Fidelity Simulation is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. The problem addressed in this study is the conflicting research results regarding the effectiveness of HFS for students’ knowledge acquisition after participating in simulation exercises. Specifically this researcher determined the effects of a formatted simulation scenario on knowledge acquisition among nursing students and the students’ satisfaction and selfconfidence with the simulation learning activity. Kolb’s Experiential Learning Theory (1984) provided the framework for this study. This study used a quantitative quasi-experimental design, specifically, the Solomon Four Research Design with 43 first semester senior nursing students enrolled at a baccalaureate nursing program at a state university in the southeastern United States. The results of the study found that there was not a statistically significant difference between the experimental group (E1) who received HFS (z = -1.47, p = 0.143) in cognitive gains when compared to the students who did not receive the intervention of HFS (C1) (z = -1.78, p = 0.75). The students’ overall perception of HFS was very positive and the simulation activity increased their self-reported level of self-confidence. The results of this study imply that simulation should not be used with the exclusive goal to increase knowledge but rather for students to increase their confidence and to demonstrate their ability to care for a patient at the bedside. It is our duty as nurse educators to systematically evaluate new teaching efforts such as simulation to determine the effectiveness of this remarkable but expensive technology to ensure that we are providing the best learning opportunities possible for our nursing students

Holiday Cheer for Children in Treatment

I have spent this semester crafting holiday cards for the patients at Akron Children’s Hospital. I will be printing multiples of the cards to help spread some holiday cheer to the children who are in treatment during the holidays. In my research about art therapy I learned how much children in treatment can benefit from both viewing and creating artwork. For this purpose, I chose to leave the insides of the cards blank with an encouraging note for them to decorate and create their own piece of art on the inside of the cards. Allowing the children a chance to express themselves while they are in the healing process can be extremely beneficial to their recovery. All the cards I displayed were created digitally so I am able to print multiples of them, but for the majority of the cards I tried to make them feel as handmade as possible through my illustrations to help inspire the patients receiving them to create their own piece by hand on the inside. I tried a variety of different styles for the cards that could appeal to different types of recipients and to create a unique aesthetic to the set

A Systematic Review and Thematic Synthesis of Qualitative Literature on Personal Recovery and Voice Hearing.

Personal recovery literature has been influential in the conceptualisation of emotional distress and service provision. While personal recovery in psychosis has been well-studied, voice hearing literature has not been reviewed to elucidate recovery processes. Five databases were systematically searched to identify relevant qualitative recovery literature. 12 eligible studies were included in this review and an appraisal tool was applied to assess quality. Thematic synthesis was used to examine results. Three superordinate themes were found relating to 'Recovery Phases', 'Recovery Facilitators' and 'Barriers to Recovery'. Papers included descriptions of finding voices distressing initially yet moving toward integrating and accepting voices. Searching for meaning versus seeking distance from voices were pivotal processes to recovery pathways. Enabling and disrupting recovery experiences are discussed within a proposed model. Recovery in voice hearing is an individual and potentially ongoing process. Future research should seek to examine recovery factors in voice hearing longitudinally and add further evidence to the supportive role services can play in recovery and voice hearing. [Abstract copyright: This article is protected by copyright. All rights reserved.

Impact of e-learning on learner participation, attainment, retention, and progression in further education : report of a scoping study

Recent and ongoing work has assessed progress in the provision of Information and Learning Technologies (ILT) to support e-learning in the UK further education (FE) sector. On the whole, this indicates that a strong infrastructure is in place with targets for student and staff access to Internet enabled computers being met in most colleges. Some investigations have been undertaken to review the extent of use of ILT for learning and teaching. These have, however, been at a relatively basic level, for example purely quantifying use of virtual learning environments (VLEs) for storing course documentation. The Scottish Centre for Research into Online Learning and Assessment (SCROLLA) and the SCRE Centre at the University of Glasgow undertook a scoping study of the impact of e-learning on participation, attainment, progression and retention in further education. This study was intended to inform the development of a research design for a later large study of impact

Promoting fair and equitable research partnerships to respond to global challenges

This report presents the findings from a programme of strategic research funded by UKRI through the GCRF. The research sought to elicit a 'partners' perspective' on participation in UKRI-funded research by generating data from three groups of partner: i) academics based in the global South; ii) civi society practitioners based in the global South; and iii) international NGOs and research capacity providers based in the UK. Drawing on this data, the report identifies eight principles for understanding and improving fair and equitable research collaboration which form the basis of a series of targeted learning modules for 6 groups of stakeholders: UK-based research funders; UK-based academics; research brokers and capacity providers; international NGOs; academics based in the global South; and civil society practitioners based in the global South