A flipped classroom is a pedagogical model that involves having students view online lectures, read current evidence-based articles, and complete text readings prior to class. Students then come to class ready to actively engage in collaborative learning through case scenarios, small group discussion, or other meaningful, interactive activities. The flipped classroom model described here was an overwhelming success for both students and faculty.
The purpose of this qualitative pilot study was to identify beliefs and self-care practices of adolescents with asthma in a private high school, where the incidence of asthma is nearly 20%. Analysis of the data from 10 individual audiotaped interviews, using a semistructured questionnaire, yielded major themes of knowledge acquisition, self-efficacy, and social support that are associated with behaviors that control asthma with better outcomes. Specifically, the greatest knowledge acquisition and symptom recognition were associated with exposure to multiple educators, especially school-based programs. High self-efficacy was facilitated through positive experiences--teens recognized that they had fewer asthma events and severity once they were in better physical condition, on preventive medicines, and/or used trigger avoidance success. Social support for teens was very helpful and included parents, family, friends, coaches and teachers, and healthcare providers. Implications for practice include the need for adolescent asthma-awareness training, as higher awareness of asthma conditions and triggers may provide peer support for teens with asthma in school.
This study examined the practices of universities and colleges throughout the United States with regard to the inclusion of family issues courses in their teacher preparation programs. Data were collected from 101 institutions offering graduate/undergraduate/associate degree and/or certification programs and specialization in both early childhood and mildlmoderate areas of disability. The manner in which family issues were incorporated into the programs of study, the time involved, and the extent to which the CEC Common Core of knowledge and skills was emphasized were of primary interest. Results indicated that most early childhood programs required one or more separate courses in family issues; however, most mild/moderate ones integrated this content within the general special education curriculum, spending approximately 1 to 2 hours per semester in related discussion. The need to train teachers in effective communication/consultation skills, to foster constructive relationships, and to engage in responsive collaboration with parents on planning educational programs received highest priority in the reported programs. Cultural and environmental influences on learner characteristics, knowledge of family diversity and dynamics relative to developing instruction, and involvement of family in assessment and as members of the educational team reflected the lowest levels of concern by the participants in the study.istorically, special education has been approached as &dquo;child centered&dquo; and primarily &dquo;teacher directed.&dquo; The role of families within the education process has seemingly been given varying levels of emphasis, depending on the age and disability of the student; families of young students and students with severe/profound disabilities are most involved (Wadsworth & Knight, 1995
After 20 years of a static clinical ladder program at our institution, the clinical ladder program was completely redesigned using a staff nurse-led shared governance structure to re-envision the program as an innovative, staff leadership model to meet our organizational nursing mission and vision strategic plans around retention and professional development. The literature demonstrated a lack of outcome-driven findings on the sustainability of hospital-based clinical ladder programs. The authors cover the rationale for our clinical ladder model, the process used for revision, the implementation strategies, and the specific outcomes tracked regarding nurse satisfaction, affiliation, retention, and participation of staff nurses advancing to the optional upper levels of the ladder.
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