1,172 research outputs found
ServiceāLearning in Undergraduate Nursing Education: Where is the Reflection?
ServiceāLearning is recognized as a valuable pedagogy that involves experiential learning, reflection, and reciprocal learning. Reflection is a critical component because it assists students to develop critical thinking and social awareness as they reflect upon their experiential learning with community partners. Although there is a proliferation of literature about serviceālearning, upon closer examination, it is apparent that some authors do not place emphasis on reflection when reporting on serviceālearning projects. This begs the question, āWhere is the reflection?ā The purpose of this article is to provide an overview and describe misrepresentations and exemplars of serviceālearning. After providing an overview of serviceālearning, examples of how serviceālearning is misrepresented in the literature are discussed. Exemplars of serviceālearning are also cited. Calling attention to how serviceālearning is reported in the literature will increase awareness about the need to critically evaluate articles for evidence of reflection
Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection
Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding āthe whatā and āthe howā of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals
A Unified Algebraic Framework for Fuzzy Image Compression and Mathematical Morphology
In this paper we show how certain techniques of image processing, having
different scopes, can be joined together under a common "algebraic roof"
An Overview of the Inconsistency among the Circuits Concerning the Conflict of Interest Analysis Applied in an ERISA Action with an Emphasis on the Eighth Circuit\u27s Adoption of the Sliding Scale Analysis in Woo v. Deluxe Corporation
CoproductMV-Algebras, Nonstandard Reals, and Riesz Spaces
AbstractUp to categorical equivalence,MV-algebras are unit intervals of abelian lattice-ordered groups (for short,l-groups) with strong unit. While the property of being a strong unit is not even definable in first-order logic,MV-algebras are definable by a few simple equations. Accordingly, such notions as ideals and coproducts are definable for anyMV-algebraAas particular cases of the general algebraic notions. The radical RadAis the intersection of all maximal ideals ofA. AnMV-algebraAis said to be local iff it has a unique maximal ideal. Then, by Hoelder's theorem, the quotientA/RadAis isomorphic to a subalgebra of the real unit interval [0,1]. Using nonstandard real numbers we give a concrete representation of those totally orderedMV-algebrasAwhich are isomorphic to the coproduct ofA/RadAand ćRadAć, the latter denoting the subalgebra ofAgenerated by its radical. As an application, using several categorical equivalences we describe theMV-algebraic counterparts of Riesz spaces, also known as vector lattices
Girl Scout Badge Day as a Service Learning Experience
Acquiring clinical experiences for students is a major challenge for nurse educators. One of the most difficult areas in which to secure clinical experiences is pediatric nursing; yet, nurse educators have a responsibility to create innovative strategies to assure that students have experience with pediatric clients. The purpose of this paper is to describe Girl Scout Badge Day (GSBD), a teaching strategy rooted in service learning. The strategy incorporates the three essential elements that distinguish service learning from other learning: experiential learning, reflection, and reciprocal learning. During this clinical experience, students provide health promotion education to scouts who subsequently earn badge requirements. Students are provided experiential learning as they implement the role of the teacher and reflect on the core values of nursing. In this paper, the specifics of implementing GSBD are presented and lessons learned are discussed. Benefits for students, scouts, troop leaders, and faculty are identified and improvements are suggested
The effect of a perioperative nursing elective on nursing career paths
Nurse educators play a role in addressing the growing perioperative nurse shortage in the United States by implementing strategies to entice new graduates to this specialty. The purpose of our study was to determine if an undergraduate perioperative nursing elective influenced the career choices of nurses four to nine years after they graduated from a baccalaureate nursing program in the midwestern United States. Using a descriptive study design, 23 of 50 nurses responded to a survey about positions they have held since graduating and the influence of a perioperative nursing elective on their career choices. Twenty- six percent of nurses in this sample went on to work in the perioperative specialty, and the majority indicated they continued to consider perioperative nursing as a career choice. Considering the potential long- term effects of this strategy, incorporating a perioperative nursing elective into nursing school curricula could be helpful to address the shortage of perioperative nurses
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