Animation to augment accessibility of patient information on the third trimester of pregnancy

Medical Schoolhttps://deepblue.lib.umich.edu/bitstream/2027.42/148174/1/leec.pd

Preparing Future Healthcare Professionals: The Relationship Between Resilience, Emotional Intelligence, and Age

Preparing students for a successful career should be the goal of any healthcare educational program. However, traditional approaches in healthcare education are primarily focused on the technical components and neglect the competencies needed to navigate the emotional labor associated with clinical practice. With increased stress and demands related to emotional labor, as evident in recent events such as the COVID-19 pandemic, healthcare professionals are likely to encounter adverse events and emotionally challenging situations. The purpose of this quantitative, cross-sectional study was to explore the relationship among resilience, emotional intelligence (EI), and age in students enrolled in healthcare programs. Convenience sampling was used to recruit participants by posting the survey link within healthcare courses at one mid-sized southeastern public university in the United States. A total of 199 participants completed the online survey. The survey included five demographic questions, the Schutte Self Report Emotional Intelligence Test, and the Brief Resilience Scale. A multiple linear regression model was conducted to examine the relationship between age, EI, and resilience. The independent variables were age and EI. The dependent variable was resilience. The sample consisted of 178 women (89.3%) and 21 men (10.7%). The study findings were statistically significant, suggesting that collectively there was a significant predictive relationship among EI, age, and resilience. This understanding may help educators develop collaborative interventions that develop EI to influence positive retention and clinical experiences for healthcare students that translate to their careers in the healthcare industry

Intergenerational learning and environmental care: a case of a fishing community next to Africa’s first marine protected area

This study explored the relationship between intergenerational learning and environmental care in the small fishing community of Covie, located next to the Tsitsikamma Marine Protected Area (TMPA) on the south-eastern coast of South Africa. Since Covie’s establishment as a woodcutter settlement in 1883, the community has depended on the marine and coastal environment such that their communal identity and basic means of subsistence are closely tied to their traditional fishing practices. Since its proclamation in 1964, the TMPA has undergone numerous policy changes, most notably the complete closure of the TMPA to fishing in 2001. Against this backdrop, the study sought to understand how intergenerational learning about fishing practices are mediated in Covie and the ways in which such learning processes constitute a sense of place and belonging for the Covie fishers, and to develop a sense of care for the natural environment. The study included 12 Covie community members of different generations and genders so as to be representative of the community (approximately 86 members). The research was informed by qualitative data generated through a focus group discussion with eight Covie community members, a mirror workshop with the same eight community members, eight semi-structured interviews, and five naturalistic observations of fishing practices. Data generation and analysis was informed by Etienne Wenger’s theory of Communities of Practice which was complemented by theoretical perspectives on intergenerational learning and attachment to place. This study found that the Covie fishers indeed operate as a community of practice who depend significantly on intergenerational learning processes to transfer knowledge, skills and values about fishing practices to younger generations. The 2001 policy changes that denied the Covie fishers access to their traditional fishing sites were shown to reduce the participation in fishing of a range of community members (in particular children and women), which in turn influenced forms of intergenerational learning about fishing. The youth’s reduced participation especially was linked to more protracted and fragmented processes of learning about fishing and Covie’s code of fishing conduct, including its underpinning sense of environmental care. Finally, this study argues that the affective and socio-material connections to their natural surroundings have shaped the Covie community’s sense of care and responsibility toward the environment

The Relationship Between Grouping Format Used For Reading Instruction and Fourth Grade Students\u27 Attitudes Toward Reading

The purpose of this study was to compare the reading attitude scores of fourth-grade students who are grouped homogeneously for reading instruction to those who are grouped heterogeneously. The null hypothesis stated that there would be no statistically significant differences between the mean reading attitude scores of students from the homogeneous or heterogeneous groups on the Elementary Reading Attitude Survey. The subjects were ninety-six fourth grade students from two different suburban area school districts located in western New York. Heterogeneous grouping was used for reading instruction in one school district while homogeneous grouping was used in the other district. Both school districts had been previously using their current instructional programs for reading, K-4 grades. During the beginning of the third quarter of the 1997-1998 school year, teachers of each classroom administered the Elementary Reading Attitude Survey to their students in accordance with the directions for administration given by the survey developers. These surveys were anonymously completed by the students and returned to the researcher by each teacher. Students were told that only the researcher would see their surveys. The researcher used a t test of independent means to analyze and compare results of the homogeneous reading group and of the heterogeneous reading group. The results showed that there was a significant difference between the mean reading attitude scores of the homogeneous group and the mean attitude scores of the heterogeneous group. The null hypothesis for this study had been rejected