Nursing students\u27 knowledge, observation of environmental risk factors and compliance with recommended precautions for the prevention of transmission of infectious diseases by needlestick injury

The primary purpose of this study was to determine the relationships between selected institutional and personal demographic factors, knowledge, observation of environmental risk factors, and the degree of nursing student compliance with standard and transmission-based precautions for the prevention of transmission of infectious diseases. A four part, 89 item questionnaire was administered to students enrolled in clinical courses at three associate degree and four baccalaureate nursing programs in order to measure knowledge, compliance, environmental risk factors, and demographics. Useable data was collected from 710 nursing students enrolled in clinical courses. The typical respondent was female, between the ages of 20 and 29, and in the upper level of the curriculum. Most students (\u3e90%) received instruction either before or during the first clinical course. Mean scores on Section I of the questionnaire, knowledge survey, for students from baccalaureate and associate degree programs did not differ, t(708) = -.153, p \u3e .05, but scores for both groups were lower than might be expected for mastery level achievement. Baccalaureate nursing students scored significantly higher on Section II of the questionnaire, compliance actions, than associate degree students, t(617) = 7.62, p = .000, d = .31. Mean scores of baccalaureate students did not differ significantly from those of associate degree students on Section III, observations of environmental risk factors. Students identified lecture as the most frequently used teaching method, followed by videotaped presentations but indicated that demonstration was the most helpful method of teaching this content. Students followed recommended needle safety precautions more often when modeling the actions of admired teachers than when modeling the actions of admired hospital staff nurses. In addition, students reported that staff nurses followed needle safety precautions less often than teachers. Based on the results of multiple linear regression analysis, F(7,570) = 21.13, p \u3c .000, seven variables explain 20.6% of the variance in compliance with recommended precautions for the prevention of occupational exposure to bloodborne pathogens. The findings of this study suggest that nurse educators reconsider current curriculum design, course content, and teaching strategies concerning nursing student compliance with standard and transmission-based precautions for the prevention of transmission of infectious diseases

Themes Expressed in the Rhetoric of Two Women\u27s Rights Movements

Throughout American history, the question of women\u27s rights initiated a substantial body of rhetoric. The two most prominent women\u27s rights movements seem to be the woman\u27s suffrage movement from 1848 to 1920 and the current women\u27s liberation movement. The recurrence of organized movements on the subject of women\u27s equal rights raises the question whether the themes expressed in the rhetoric of each movement are similar. Therefore, the purpose in this investigation was to discover the extent to which speaking on behalf of women\u27s rights by women utilized recurring themes. The two most prominent women\u27s rights movements seem to be the woman\u27s suffrage movement from 1848 to 1920 and the current women\u27s liberation movement. The recurrence of organized movements on the subject of women\u27s equal rights raises the question whether the themes expressed in the rhetoric of each movement are similar. Therefore, the purpose in this investigation was to discover the extent to which speaking on behalf of women\u27s rights by women utilized recurring themes. In order to determine the recurrence of themes, answers to the following questions were sought: (1) What events and influences surrounded the development of the woman\u27s suffrage movement? (2) What events and influences surrounded the development of the women\u27s liberation movement? (3) What themes were present in selected women\u27s rights speeches from 1848 to 1920? (4) What themes were present in selected women\u27s rights speeches from October 15, 1963, through October 1, 1973? (5) How frequently did themes recur within the rhetoric of each period? (6) To what extent did the themes recur from the former period to the latter period? Although the preceding questions are not the only ones which apply to the rhetoric of the two women\u27s rights movements, they do provide for the identification and recording of observations which might be of value to prospective scholars in communication. The investigation into the occurrence of themes will also indicate whether the two movements being considered in this study are two individually unique movements. Finally, it is hoped that a value to historians will be found in this study since the women\u27s rights movement will be likely to have a lasting political, social, and economic impact on the United States

Child abuse registration, fetal growth, and preterm birth: a population based study

Objectives: To study the relation of intra-uterine growth and gestational age with child protection registration in a 20 year whole population birth cohort. Setting: West Sussex area of England. Study design: Retrospective whole population birth cohort. Outcomes: Child protection registration; individual categories of registration—sexual abuse, physical abuse, emotional abuse, and neglect. Population and participants: 119 771 infants born in West Sussex between January 1983 and December 2001 with complete data including birth weight, gestational age, maternal age, and postcode. Results: In all categories of registration a linear trend was noted such that the lower the birth weight z score the higher the likelihood of child protection registration. Similar trends were noted for gestational age. All these trends were robust to adjustment for maternal age and socioeconomic status. Conclusions: The results of this study suggest that lower levels of fetal growth and shorter gestational duration are associated with increased likelihood of child protection registration in all categories including sexual abuse independent of maternal age or socioeconomic status. This study does not permit comment on whether poor fetal growth or preterm birth predispose to child abuse and neglect or the association arises because they share a common pathway

Increasing engagement and participation in a large, third-level class setting using co-teaching

[EN] This study focused on the collaborative practice of two teacher educators who implemented a co-teaching intervention with a large class of first-year student teachers. The research arose from the teacher educators’ wish to increase the range and nature of participation of students in the large class setting and to model co-teaching for the students who would be expected to engage in such practice themselves in primary schools. The aims of the study were to explore the use of co-teaching in the large class context as a support for student participation and students’ meta-learning about co-teaching. In three separate 50-minute workshops, students were provided with samples of a child’s work and were required to work in pairs or groups of three in order to come to conclusions about his current level of performance and to develop possible learning targets arising. Data were collected using a short, online survey. The student cohort was very positive in terms of  the effectiveness of the co-teaching approach in helping them to understand the concepts and allowing more active engagement. Further, students were able to articulate their learning with regard to using the co-teaching approach. From the researchers’ perspectives co-teaching was very useful in terms of increasing student participation and replicating a learning context that might be more usual with much smaller groups.  Further, it allowed for provision of formative feedback both during and following the co-taught sessions that would not otherwise have been feasible.  Finally, it allowed the student voice to be heard within the large class context. http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Farrell, A.; Logan, A. (2018). Increasing engagement and participation in a large, third-level class setting using co-teaching. Editorial Universitat Politècnica de València. 1-8. https://doi.org/10.4995/HEAD18.2018.8209OCS18140

Increasing engagement and participation in a large, third-level class setting using co-teaching

This study focused on the collaborative practice of two teacher educators who implemented a co-teaching intervention with a large class of first-year student teachers. The research arose from the teacher educators‟ wish to increase the range and nature of participation of students in the large class setting and to model co-teaching for the students who would be expected to engage in such practice themselves in primary schools. The aims of the study were to explore the use of co-teaching in the large class context as a support for student participation and students‟ meta-learning about co-teaching. In three separate 50-minute workshops, students were provided with samples of a child‟s work and were required to work in pairs or groups of three in order to come to conclusions about his current level of performance and to develop possible learning targets arising. Data were collected using a short, online survey. The student cohort was very positive in terms of the effectiveness of the coteaching approach in helping them to understand the concepts and allowing more active engagement. Further, students were able to articulate their learning with regard to using the co-teaching approach. From the researchers‟ perspectives co-teaching was very useful in terms of increasing student participation and replicating a learning context that might be more usual with much smaller groups. Further, it allowed for provision of formative feedback both during and following the co-taught sessions that would not otherwise have been feasible. Finally, it allowed the student voice to be heard within the large class context

Rethinking the place of the family in the post-Covid church in the UK: an exploration of families’ engagement with church during and after Covid

The family's role in nurturing children's faith became critical during the Covid-19 pandemic. The ways that churches addressed the needs of these families during the pandemic revealed much about church leaders’ understanding of the place of the family in Church. This article looks at faith nurture in the family and role of the church in this task. Robust connections between church and family which are essential for the holistic nurturing of child’s faith were disrupted by Covid-19 restrictions. The research involved an online survey of 175 church leaders and 209 parents, with the addition of focus group interviews of 36 children and 18 parents in the aftermath of this disruption. The findings provide insights into church leaders, parents and children’s family ministry experience, and their hopes for future engagement. Data analysis revealed the severity of the disruption and a sense of disconnection between families and Church. The discussion argues this has had a lasting impact on family church relationships and considers parents’ hopes for a welcoming listening church community. In conclusion, we argue that there is an opportunity to learn from the pandemic experience, listen to parents and children and re-imagine the family's place in Church

Cohérence des curriculums et réussite scolaire

Titre de l'écran-titre (visionné le 24 nov. 2008).Également disponible en format papierVersion française de l'article PAREA Curriculum coherence and student successBibliogr

Curriculum coherence and student success

Titre de l'écran-titre (visionné le 4 oct. 2013)Bibliogr