The Learning Experiences of Immigrants Who Are Graduates of An Entry-Level Baccalaureate Nursing Program in Minnesota

The United States faces an immigrant population explosion with more foreignborn residents compared to any country in the world. Each immigrant enters with individual and cultural health beliefs and, as they seek health care, often prefers to receive care from someone who understands and supports their cultural beliefs and customs. Nurses comprise the largest segment of healthcare providers. Within this population of nurses, the number of ethnically diverse nurses continues to stagnate at astoundingly low levels. The literature reviewed neglected to identify interviewing immigrants separate from ethnically diverse nursing students. Understanding the immigrant’s nursing education experiences is essential to addressing future ethnically diverse immigrant nursing student success in entry-level baccalaureate nursing programs. Thus, this qualitative study provided insight into the learning experiences from the perspective of five entry-level baccalaureate prepared ethnically diverse immigrant registered nurses soon after graduation. Heidegger and Gadamer’s hermeneutic phenomenological approach were instituted through immersion in dialogue and interpretation of transcripts. The interpretations were guided by Dr. Isaacson and the Hermeneutic Circle. The overarching theme was “being on the outside.” Their stories demonstrated five subthemes that described their learning experiences and coping mechanisms as an outsider. In hermeneutics, the fluidity and movement among the subthemes assisted in identification of the overarching theme, “being on the outside.” The participants’ stories demonstrated resilience to being oppressed and provide an explanation for being successful in their nursing program through competent coping mechanisms and adaptation techniques. Open dialogue, coming to know yourself prior to understanding someone else, and uniting through collaboration were all suggested by Gadamer (1992) in achievement of solidarity. Roberts (1983) proposed that nursing as a profession is oppressed as defined by Freire (1970/2011). Walker (1997) offered an explanation of insider and outsider with a line that separates these two dichotomies where people cross the border or experience both entities. Canales (2000) described inclusionary and exclusionary othering as terms that coincide with power use and abuse. In concluding, solidarity versus solitary, oppressor versus oppressed, insider versus outsider, and inclusionary versus exclusionary othering are different means of describing what is occurring within nursing education and the profession as a whole

Connecting to learn: Educational and assistive technologies for people with disabilities

Our fundamental sense of connectedness, our sense of well-being, is usually derived from the quality of interactions we have over time. We need to feel that we\u27re connected with our environment and the people and information that we value. Assistive and educational technologies have already done much to eliminate the challenges and barriers posed by disabilities and they will be even more crucial to the educational and vocational success of this population from the boardroom to the classroom; in the community and in the home. While there are many benefits to be gained by using assistive technologies, they have the potential to limit and isolate as well as enable, liberate, and connect their users. As paradoxical as it sounds, some ATs, particularly the very high-tech ones, can sometimes work against connectedness as they highlight a student\u27s differences and set AT users apart as looking different

Promoting cognitive support technology use and employment success among postsecondary students with traumatic brain injuries

OBJECTIVE: This article applies positive psychology principles to the purpose and objectives of a five-year, federally-funded initiative to provide cognitive support technology (CST) training and career preparatory services for undergraduate college students with mild and moderate traumatic brain injuries (TBI). METHODS: A total of 48 students with TBI have participated in the project during its first 18 months of operation - 14 of whom are military veterans with disabilities who were in the Iraq and/or Afghanistan theaters. CONCLUSION: Positive psychology interventions such as Best Possible Self, Intensely Positive Experiences, and Asset-based Assessments provide a framework for examining the activities of this multi-site development project

Academic and clinical preparation in speech-language pathology and audiology: a global training consortium

ABSTRACT: Purpose: To describe a research-based global\ud curriculum in speech-language pathology and audiology that\ud is part of a funded cross-linguistic consortium among 2 U.S.\ud and 2 Brazilian universities.\ud Method: The need for a global curriculum in speechlanguage\ud pathology and audiology is outlined, and different\ud funding sources are identified to support development of a\ud global curriculum. The U.S. Department of Education’s Fund\ud for the Improvement of Post-Secondary Education (FIPSE), in\ud conjunction with the Brazilian Ministry of Education (Fundacao\ud Coordenacao de Aperfeicoamento de Pessoal de Nivel\ud Superior; CAPES), funded the establishment of a shared\ud research curriculum project, “Consortium for Promoting\ud Cross-Linguistic Understanding of Communication Disabilities\ud in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities\ud (Universidade Federal de Santa Maria and Universidade de\ud São Paulo-Baurú).\ud Results: The goals and objectives of the research-based\ud global curriculum are summarized, and a description of an\ud Internet-based course, “Different Languages, One World,” is\ud provided\ud Conclusion: Partnerships such as the FIPSE–CAPES consortium\ud provide a foundation for training future generations of\ud globally and research-prepared practitioners in speechlanguage\ud pathology and audiology.U.S. Department of Education Fund for the Improvement of Post-Secondary Education P116M100014Brazilian Ministry of Education Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior 094/1

Photographing to Understand: Experience Report and Reflections from the Lens of Work, Management and Subjectivity

The present paper starts from the idea that the ways of working have direct implications in the constitution of the person, and is constituted of an experience report referring to a photographic activity developed in discipline of a Postgraduate Program in Administration. It aims to reflect about the use of photography as a lever of theoretical understanding in Administration. Thus, it approaches at Jones's (2005) concept of autoethnography that seeks to weave connections between life and art, experience and theory. The paper presents a theoretical panorama about "photography" and "work, management and subjectivity", which supported the activities carried out in the discipline. We developed reflections based on two narratives about the challenging experience of photographing work and management practices in everyday life. We discuss ways of studying, considering the multiple roles that postgraduate students are challenged in teaching-learning, research and extension contexts. We argue in favor of the interaction of art with scientific production, by understanding that experience led to the look qualification and, therefore, enabled new forms of apprehension of theory in the field

Adaptação transcultural para uso no Brasil do Instrumento Survey of Technology Use (SOTU Br)

The rate of abandonment or non-use of acquired assistive technology resources is considered high, despite the efforts of professionals at the time of prescription. The literature has pointed out that the use of standardized assessment instruments based on conceptual models has contributed to the greater acceptability of these resources. The purpose of the study was to translate and culturally adapt the Survey of Technology Use (SOTU) instrument that makes up the conceptual model of Matching Person and Technology (MPT) for use in Brazil (SOTU Br). This is a methodological research. Participating in the study were specialist practitioners in dispensing assistive technology resources and people with disabilities who make use of assistive technology. The study was divided into five stages: 1) translation into Portuguese; 2) reconciled translation; 3) back-translation; 4) analysis of equivalence of items; 5) pre-test. The results indicated that the translated and adapted version of Brazilian Portuguese had a high degree of agreement and good acceptability. It is concluded that the Portuguese version of SOTU can be used by education and health professionals to assess the predisposition to use assistive technology and communication and information technology for adults and children with disabilities through their attitudes and experiences.La tasa de abandono o no uso de recursos de tecnología de apoyo es considera alta, a pesar de los esfuerzos de los profesionales en el momento de la prescripción. La literatura ha señalado que el uso de instrumentos de evaluación estandarizados y basados en modelos conceptuales contribuye a una mayor aceptabilidad de esos recursos. Este estudio tuvo como objetivo traducir y adecuar culturalmente el instrumento Survey of Technology Use (SOTU) que compone el modelo conceptual Matching Person and Technology (MPT) para ser utilizado en el Brasil (SOTU Br). Se trata de una investigación del tipo metodológico. Participaron del estudio especialistas que distribuyen recursos de tecnología de apoyo y personas con discapacidad que hacen uso de esas tecnologías. El estudio se dividió en cinco etapas: 1) traducción al portugués; 2) traducción conciliada; 3) retrotraducción; 4) análisis de equivalencia de los ítems; 5) preprueba. Los resultados indicaron que la versión traducida y adaptada para el portugués de Brasil tuvo un alto índice de concordancia y una buena aceptabilidad. Se concluye que la versión portuguesa del SOTU puede ser utilizado por los profesionales de la educación y la salud para evaluar la predisposición de uso de la tecnología de apoyo y la tecnología de comunicación e información para adultos y niños con discapacidad, a través de sus actitudes y experienciasA taxa de abandono ou não uso de recursos de tecnologia assistiva adquirido é considerada alta, apesar dos esforços dos profissionais no momento da prescrição. A literatura tem apontado que o uso de instrumentos de avaliação padronizados e baseados em modelos conceituais tem contribuído para maior aceitabilidade desses recursos. O estudo teve como objetivo traduzir e adequar culturalmente o instrumento Survey of Technology Use (SOTU) que compõe o modelo conceitual Matching Person and Technology (MPT) para utilização no Brasil (SOTU Br). Trata-se de uma pesquisa do tipo metodológica. Participaram do estudo profissionais especialista em dispensação de recursos de tecnologia assisitiva e pessoas com deficiência que fazem uso de tecnologia assistiva. O estudo foi dividido em cinco etapas: 1) tradução para o português; 2) tradução conciliada; 3) retrotradução; 4) análise de equivalência de itens; 5) pré-teste. Os resultados indicaram que a versão traduzida e adaptada para o português do Brasil teve um alto índice de concordância e uma boa aceitabilidade. Conclui-se que a versão em português do SOTU pode ser utilizada por profissionais da educação e da saúde para avaliar a predisposição de uso de tecnologia assistiva e tecnologia de comunicação e informação, de adultos e crianças com deficiência, por meio de suas atitudes e experiências

Jogos e materiais pedagógicos para leitura e escrita: Usos na clínica e na escola

El presente trabajo trata sobre el uso de juegos y materiales pedagógicos para el desarrollo de la lectura y la escritura en la clínica de logopedia y en la escuela, teniendo en cuenta las selecciones, variedades y objetivos con los que son utilizados por el docente que trabaja en alfabetización y por el logopeda que trabaja las cuestiones de lectura y escritura. Dado que la alfabetización es un período importante en la vida de los niños y los juegos facilitan el acceso al lenguaje, el objetivo general de la investigación fue verificar el uso de juegos y materiales didácticos para leer y escribir en la clínica y en la escuela. Los objetivos específicos fueron identificar cuáles de estos juegos son los más utilizados, analizar los fines con los que se utilizan y, por último, comparar las dos realidades.Para lograr los objetivos propuestos, se aplicaron cuestionarios a estas dos poblaciones, con una pregunta abierta específica sobre juegos, en la que los participantes debían indicar qué juegos y materiales utilizan y con qué finalidad. Los docentes seleccionaron más juegos y aportaron más objetivos, dando preferencia a los que exploran letras y palabras, mientras que los logopedas mostraron preferencia por la reflexión y manejo de letras y palabras a través de la conciencia fonológica. Los juegos que exploran frases y textos rara vez se mencionaron en ambas realidades. La conciencia fonológica apareció como una meta de los logopedas y profesores en varios juegos, sin embargo, esto fue más mencionado por los logopedas. Si bien la conciencia fonológica es importante para ambas realidades, se deben considerar los otros niveles lingüísticos

Modelo Matching Person and Technology (MPT)

[ES]El modelo MPT Person & Technology persigue orientar en el proceso de selección del producto de apoyo más adecuado identificando los dispositivos que se ajustan a las capacidades, necesidades y preferencias personales y al estilo de vida del usuario, considerando el nivel de motivación y la disposición potencial hacia el uso de productos de apoyo, así como las expectativas sobre el dispositivo