关键词： Clinical pedagogy   Teaching competency   Web-based program   Nurse preceptor  

摘要： Background: Registered Nurse Preceptors guide students to integrate theory into practice, assess clinical competencies, and enhance problem-solving skills. Researches have indicated that the teaching competencies of nurse preceptors can be transferred to students' clinical learning. Objectives: The aims of the study are to develop a web-based clinical pedagogy (WCP) program for Registered Nurse Preceptors and conduct pilot program evaluation. Design: A three-step process was applied to integrate the theoretical framework, evidence from the systematic review, and content validity by the experts and pilot test with the Registered Nurse Preceptors in the content and technical development of the program. The WCP program has unique features including use of dashboard, interactive videos, consultation with experts, discussion forum and backend data analysis. Results: A committee of six content experts evaluated the comprehensiveness, appropriateness, and relevancy of the program. The item-Content Validity Index (CVI) score ranged from 0.83 to 1.00 and the scale-CVI score was 0.87, which indicated that the WCP program had a strong content validity. Ten nurse preceptors were invited to use the WCP program. Preceptors shared that the website was easy to use and navigate. They commented that the videos in each module are beneficial for nurses to understand the real situation in the clinical setting. This feature also makes the website more interactive. Feedback from preceptors was subsequently used to further refine the program. Discussion and conclusion: The WCP program is an evidence-based program that provides a comprehensive coverage on clinical teaching pedagogy and assessment strategies. The unique web-based technology and interactive features provide a platform for nurse preceptors to discuss clinical encounters with peers and consult experts. The flexible and resource-rich nature of web-based learning encourages nurses to use it for continuing education.

关键词： Signature pedagogies   Nursing education   Scholarship of teaching and learning   Nursing literature  

摘要： Objectives: The aim of this paper is to provide an integrative review of the literature associated with signature pedagogies and to discover what lessons have been learned about unearthing, articulating and applying signature pedagogies across a variety of disciplines, but particularly with respect to nursing. Design: A systematic search of databases using key terms was utilised with a particular focus to papers emerging from nursing disciplines. Data sources: The databases MEDLINE, CINAHL, ERIC, Web of Science and Google Scholar were searched for literature from 2005 to 2018 inclusive. Review methods: An initial examination of titles and abstracts by the authors resulted in the retrieval of 45 papers and following the application of exclusion criteria, 25 papers were included. Results and conclusions: Signature pedagogy literature is a developing area and scholars both in nursing disciplines and beyond, often fail to develop on Lee Shulman's framework in their identification of signature pedagogies, resulting in poorly adapted conceptions. Ways forward include closer linking with the original signature pedagogy framework in research, the development of robust evidence-based signature pedagogy identification processes in disciplines and a reconsideration of the esteem of scholars performing signature pedagogies within disciplines.

关键词： Pedagogy   Observation   Mentorship   Training   Singing voice  

摘要： Background. Voice teachers are seeking increasing amounts of pedagogical instructions in the form of observerships, coursework, and clinical experiences. Yet to date there has been no formalized attempt to categorize or set guidelines for these educational experiences. Objectives. The aim of this study was to investigate (a) the number of hours of observations required or electively completed during pedagogical training (voice lessons, masterclasses) and clinical observations;(b) the number of hours of mentorship (critical observation of a student by a mentor) during pedagogical training;and (c) differences in the training backgrounds of voice teachers based on the level of training, position, and genre. Methods. We distributed a survey to 700 voice teachers (102 respondents) of various levels from private to university and across age range of students. The surveys contained questions about the role of observation in the teacher's training. We ran descriptive analysis and examined whether the proportion of participants with >= 10 observation and mentorship hours was different for classical versus the other musical genres. Results. The number of respondents actively observing and being observed during their training was low. Most observations occurred within the classical and musical theater singing styles. Mentored critical observations of students were lower across genres than student observations, with the majority of respondents (67-92%) reporting no hours in genres other than classical. For all genres except classical, there was a larger percentage of respondents who reported teaching the genre than who reported receiving pedagogical training in the genre. Reported clinical voice observation hours were low (28.4% with = 10 hours), and few respondents had > 0 hours of operating room observation experience (11.8%). Conclusions. There is wide disparity across genres in the number of hours of observation and critical mentoring, and voice teachers' genre of instructi

摘要： This paper addresses whether, how, and to what extent social studies student teachers who have been introduced to inquiry-oriented teaching (as manifest in the National Council for the Social Studies C3 Framework) in their secondary social studies methods course incorporate this approach into the planning for their practicum experience. Based on analysis of lesson plans used in the practicum and follow-up interviews with a small subset of student teachers, this paper analyzes the factors that promote or inhibit use of this approach to teaching in their practicum experience. Results indicate the C3-oriented teaching approach, as taught in the methods course, did appear in the student teachers’ lesson plans. A small subset of student teachers used the framework competently while two smaller subsets were less adept in their application. The degree of application was affected by student teachers’ perceptions of their school placements and students’ needs. © 2019

关键词： Graduate-level research writing instruction   Novice EAP instructors   EAP teachers' professional development   ESP genre pedagogy   Language teaching in genre pedagogy  

摘要： Genre-oriented graduate-level research writing instruction is increasingly being implemented in universities around the world, to cater for the widely-felt demand to provide graduate writing support to student populations of immensely diverse compositions. In China, where research writing instruction for graduate students across disciplines is urgently needed, emerging EAP teachers are learning the ropes of genre-based pedagogies through practice. This paper reports a case study of how two novice EAP teachers, who had attended a professional development program, went about conducting research writing instruction to doctoral students at their own universities in China. Our dataset consisted of audio-recordings of the focal teachers' classroom instruction, various types of documentary data, and interview data. We present the findings with a comparison between the two cases of pedagogical practices, by highlighting the distinguishing features of the focal teachers' classroom instruction, and illuminating their instruction on language. Our study contributes to the limited literature on EAP research writing instruction and will inform EAP teachers' training and professional development. (c) 2019 Elsevier Ltd. All rights reserved.

关键词： baccalaureate nursing   community health   nursing   nursing education   nursing pedagogy   nursing students   public health  

摘要： Background This manuscript describes an innovative approach to public health nursing education. Health care delivery is radically shifting to non-acute, community-based settings, warranting a new-thinking graduate who is comfortable responding to societal trends in health and wellness. Graduates must confidently work to address social determinants of health to improve health outcomes and advance health equity. Aims We propose a unique pedagogy designed to prepare baccalaureate nursing students to work effectively in the community setting by developing seminars that address pressing, relevant public health initiatives. Materials & Methods We describe our experience integrating community-based Naloxone, Stop the Bleed, and Mental Health First Aid training to the curriculum. We outline a session designed to inform future health care providers about provision of care to suspected victims of human trafficking. Results As a novice program, we have not formally evaluated the described pedagogy for specific outcome measures. Discussion We include guidance for implementing a similar program and plans for future evaluation of this unique public health nursing pedagogy. Conclusions We are confident that future iterations of this pedagogy will continue to foster robust public health nursing skills among BSN students.

摘要： The problem at the local site was a gap in practice in that teachers were not using culturally responsive pedagogy (CRP) in their delivery of lessons, which may have contributed to an achievement gap between European American and Asian American students and African American and Latinx students. This problem was important because local ACT results indicated that a significant achievement gap existed between these student populations. The purpose of this study was to investigate teachers’ use of CRP, which may serve to mitigate the achievement gap. The conceptual framework for this study was self-determination theory. The research questions focused on high school teachers’ perceptions of culturally responsive pedagogy at the study site and high school teachers’ understanding of their ability to implement CRP effectively. Data were collected using a case-study approach consisting of 11 semi-structured interviews and document analysis of teachers’ lesson plans. Interviews and documents were transcribed, coded, and analyzed to identify emerging themes. Results of the study indicated that most teachers believed that CRP was an effective way to mitigate the achievement gap, but they had little understanding of what CRP was. Further, training provided by the local district has been inadequate in meeting teachers’ cultural competency needs. As a result of the study, a 3-day professional development seminar was created to teach teachers effective implementation of CRP. Positive social change may result from the research and professional development as it may mitigate the achievement gap for linguistic and ethnically diverse students at the local study site.

关键词： 教育学   本土化   困境   建议  

摘要： 在新的世纪潮流下,全球化日益影响着国家政治、经济、文化的发展,在信息技术和网络媒介的广泛快速传播的推动下,'教育本土化'彰显国家战略意义.'教育本土化'是指以本土教育为根基,运用自己的教育概念、教育理论进行教学,并解决教学中存在的系列问题.全球化带来的是'全球化'教学,外来文化影响超过任何一个历史时期,为了培植本土文化,同时贡献世界,不能一味奉行对待外来文化实行'拿来主义',照搬照抄,而不去结合国内教育实情,继承和创新自己教育理论,从教育现状分析,教育界依赖外来文化现象严重,国内教育理论缺乏创新,自主研究力度不够,一些理论著作缺乏实例和经验等等,这些问题给我国现阶段教育学本土化研究带来不利影响,给学者和研究人员带来研究障碍.

摘要： 近年来,跨专业考研人数逐渐递增,其中跨专业学习教育学人数只增不减。教育学跨专业学生由于和本专业学习内容不同,导致学生专业认同、专业兴趣、专业学习效能偏低;同时学校设置课程墨守成规,使教学陷入两难境地;导师指导也力不从心,导致科研如同虚设。从系统论的角度探寻教育学跨专业研究生培养模式,从专业与学生、学校与学生、导师与学生出发,打破原有传统培养方式,对教育学复合型人才的培养具有重要意义。2015年,国务院印发《关于深化高等学校创新创业教育改革的实施意见》,明确提出高校建立跨院系、跨学科、跨专业交叉培养创新创业人才的新机制,在一定程度上也促进