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Book part
Publication date: 23 June 2020

Kechinyere C. Iheduru-Anderson and Monika M. Wahi

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in…

Abstract

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.

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Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development
Type: Book
ISBN: 978-1-83909-464-4

Keywords

Book part
Publication date: 1 January 2006

Katalin Papp and Beth Furlong

In a climate of ongoing political, economic, technological, and cultural changes in Western, Central, and Eastern Europe, this chapter describes the kinds of changes happening…

Abstract

In a climate of ongoing political, economic, technological, and cultural changes in Western, Central, and Eastern Europe, this chapter describes the kinds of changes happening with the health care system and the preparation of health care professionals in one selected country, that of Hungary. Emphasis will be focused on the nursing sub-sector of the health system. Some comparison and contrast will be done between these systems in Hungary and the U.S. Changes will be presented in the context of the European Union and the Bolonga Declaration.

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Access, Quality and Satisfaction with Care
Type: Book
ISBN: 978-1-84950-420-1

Book part
Publication date: 19 November 2015

Maureen Cluskey and Kelly Schwend

The role of the school nurse has evolved. It has expanded from administering first aid and promoting hand washing to key participation in program planning for health and…

Abstract

The role of the school nurse has evolved. It has expanded from administering first aid and promoting hand washing to key participation in program planning for health and educational outcomes for the school-aged child. Nurses provide leadership in promoting a healthy and safe school environment, case management of chronically ill children, collaboration between family and school, and referral to essential community resources. Additionally, the school nurse is a valuable resource on the multidisciplinary special education team. The school nurse is the health care expert in the school and is in a unique position to meet the actual and potential needs of all students – including those with special needs.

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Interdisciplinary Connections to Special Education: Key Related Professionals Involved
Type: Book
ISBN: 978-1-78441-663-8

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Book part
Publication date: 1 November 2012

Stephanie Mckendry and Vic Boyd

As with many professional programmes, nursing students in the United Kingdom spend a significant proportion of their time ‘on placement’ – applying their theoretical learning to…

Abstract

As with many professional programmes, nursing students in the United Kingdom spend a significant proportion of their time ‘on placement’ – applying their theoretical learning to the clinical area.While off campus and at a distance from their peers and university staff, however, they must continue to study and complete assessments. This creates enormous complexities for nursing students; issues of retention and success, anxiety and isolation are well documented in the research literature relating to this particularly diverse group. Emerging technologies offer opportunities to increase engagement between nursing students and faculty, thus potentially eliminating many of these difficulties. At Glasgow Caledonian University, a blog was developed to provide new students with remote support and a virtual community while on their first placement. The open access resource offered a link between faculty and students and a forum for peer support among the cohort. Student produced materials, such as ‘talking head’ videos and placement diaries, were posted alongside assessment-specific learning resources developed by staff. The blog was fully interactive and participants were encouraged to comment on and respond to posts in order to increase engagement. A thorough evaluation of the continuing initiative highlighted the success and further potential of the resource but also suggested limitations in terms of interactive engagement and issues of digital literacy among some learners. This chapter will discuss the use of technologies such as blogs in providing remote support to learners, using the student nurse blog as a case study.

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Increasing Student Engagement and Retention Using Online Learning Activities
Type: Book
ISBN: 978-1-78190-236-3

Keywords

Open Access
Book part
Publication date: 6 May 2019

Mitch Blair, Heather Gage, Ekelechi MacPepple, Pierre-André Michaud, Carol Hilliard, Anne Clancy, Eleanor Hollywood, Maria Brenner, Amina Al-Yassin and Catharina Nitsche

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of…

Abstract

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

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Issues and Opportunities in Primary Health Care for Children in Europe
Type: Book
ISBN: 978-1-78973-354-9

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Abstract

Details

Empirical Nursing
Type: Book
ISBN: 978-1-78743-814-9

Book part
Publication date: 12 October 2015

Baiba Zarins and Lorraine Carter

Nipissing University in North Bay, Ontario, Canada, working in partnership with leading health science centers in Toronto, Ontario, has developed a unique second-degree entry…

Abstract

Nipissing University in North Bay, Ontario, Canada, working in partnership with leading health science centers in Toronto, Ontario, has developed a unique second-degree entry Bachelor of Science in Nursing (BScN) program called the Scholar Practitioner Program. This program is a response to the increasing demand for nursing programs which builds on prior university learning.

The program uses an educational model based on narrative inquiry and cognitive apprentice pedagogies. Narrative inquiry pedagogy is the overarching philosophical framework of the program, which embraces values that connect teachers and learners. A spirit of inquiry is cultivated in every student and a research culture embedded in the student’s practice.

The six-semester two-year full-time program occurs in a learner-driven environment which shapes how specific semester program objectives are met. A strong emphasis is placed on experiential learning within the Toronto-based academic health sciences centers.

A continuous interactive process involving teachers and learners encourages self-directed learning and participant accountability. Application of knowledge and skills in a professional, caring, and holistic manner is expected. This type of undergraduate learning environment which includes immersion in the employment milieu enables the future scholar practitioner to be relevant in the evolving profession of nursing.

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Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

Abstract

Details

Intellectual Disability Nursing: An Oral History Project
Type: Book
ISBN: 978-1-83982-152-3

Book part
Publication date: 12 October 2015

Wendy Trimmer and Philip Hawes

This chapter discusses the implementation and current use of an inquiry-based approach to teaching and learning at Whitireia Community Polytechnic (Whitireia), a tertiary…

Abstract

This chapter discusses the implementation and current use of an inquiry-based approach to teaching and learning at Whitireia Community Polytechnic (Whitireia), a tertiary education institution, known for its high student success rate and culturally diverse student body. The Faculty of Health at Whitireia have developed the use of a context-based learning (CBL) approach across a range of courses in several health disciplines; these include nursing (undergraduate and postgraduate), paramedic, and foundational support work courses.

Details

Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

Abstract

Details

Modelling Our Future: Population Ageing, Health and Aged Care
Type: Book
ISBN: 978-1-84950-808-7

1 – 10 of over 3000