Recent years have witnessed a remarkable resurgence of academic, professional and corporate interest in the area of social and ethical accounting, auditing and reporting (SEAAR). One striking common feature of the myriad of initiatives taking place lies in an apparent concern to address the information needs of organisational stakeholders via the promotion of dialogue and engagement. Drawing on a programme of short interviews with corporate managers, representatives of the 'big five', consultants and NGOs active in the field, this paper suggests that despite seemingly endorsing active stakeholder engagement current SEAAR practice amounts to little more than corporate spin. An overwhelming concern with promoting the 'business case' in developing SEAAR together with a profound reluctance to address the issue of corporate governance largely removes any potential for enhancing the accountability and transparency of powerful economic organisations. Most fundamentally, failure to address the crucial dimension of corporate power robs current SEAAR of a much needed radical edge.
Background
The emergence of the COVID‐19 pandemic resulted in a sudden transition to remote learning. These circumstances presented many challenges for higher education faculty and students around the world but especially for nursing education programs which are traditionally conducted in a face‐to‐face learning environment that includes hands‐on experiential learning.
Methods
Guided by Meleis' Transition Theory, a qualitative descriptive design was utilized to explore prelicensure nursing students’ experiences of the transition to remote learning during the Spring 2020 semester. Participants were recruited from one baccalaureate program in the Pacific Northwestern United States. Interviews were conducted and transcribed using a web conferencing platform. Data were analyzed using Colaizzi's phenomenological reduction.
Results
Eleven students participated. Interviews revealed four overarching themes: technological challenges, academic relationship changes, role stress and strain, and resilience.
Conclusion
The sudden transition to remote learning resulted in a number of challenges for nursing students. Despite these challenges, students demonstrated a remarkable sense of resilience and perseverance. Faculty have an opportunity to address student stressors and design remote courses in such a way to facilitate student engagement and community building.
In 1917 and 1918 violent cost-of-living protests, largely peopled by poor urban housewives, erupted across the world. Although Britain did not experience such dramatic events, a women's politics of food can be found in local neighborhoods that touched the lives of unorganized housewives on the wartime home front. The new local committees created to defend consumer interests in the face of food shortages proved to be permeable to some women, particularly those who already had some experience with women's politics. However, limits were placed on this participation and on the self-organization of housewives by the ambiguous understanding of who constituted a consumer and thus who could speak for the ordinary housewife as she battled the food queues. By exploring the women's politics of food at a local level, it is argued that working-class women's participation in Food Vigilance Committees or in local boycotts may have had longer lasting effects in Britain than the more dramatic cost-of-living actions elsewhere.
Background:
Systemic racism and inequity are embedded in higher education, especially in nursing. By disregarding health disparities and inequities, a hidden curriculum is endorsed, implicitly letting both instructors and students know that not addressing these subjects is acceptable.
Method:
Needs assessments were performed to assess faculty and student attitudes about the needs for justice, equity, diversity, and inclusion (JEDI) concepts. Using the Plan-Do-Study-Act model, the School of Nursing leadership, faculty, and students created taskforces to implement anti-oppression curricula throughout prelicensure courses.
Results:
Anti-oppression curricula and workshops were piloted successfully in the first semester of prelicensure nursing. Student feedback was positive with constructive suggestions. JEDI curriculum mapping was completed across the prelicensure nursing curriculum.
Conclusion:
JEDI concepts must be integrated across nursing curricula to identify gaps. Forming a collaboration between leadership, faculty, and students is an optimal way to proceed as they all are invested and accountable for change.
[
J Nurs Educ
. 2022;61(8):447–454.]
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