A qualitative examination of the implementation of continuity of care: An organizational learning perspective

Garrity, Sarah; Longstreth, Sascha; Alwashmi, Mashaael

doi:10.1016/j.ecresq.2015.12.014

Cited by 5 publications

(3 citation statements)

References 48 publications

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“…Variables such as teacher education, centre size, resources and poor teacher-child ratios correlated directly to less emotional sensitivity and responsiveness in teachers (Gerber et al, 2007;Pauker et al, 2018;Pianta, Barnett, Burchinal & Thornburg, 2009). The educational development of children in ECES may be at risk if the settings are unstable (for example, high staff turn-over), if teacher sensitivity is inconsistent (how individual teachers view children), or if the child attends multiple care settings (Ahnert et al, 2006;Garrity et al, 2016;Lang et al, 2016;Linke & Fleer, 2002;Page, 2014;Pauker et al, 2018;Pilarz & Hill, 2014). Continuity of care and minimising change in relationships for infants and toddlers in non-parental care was only beginning to be recognised in research at the turn of the 20 th century (Cryer et al, 2005;Howes & Hamilton, 1993;Howes & Smith, 1995;Zigler & Lang, 1991).…”

Section: Background and Literaturementioning

confidence: 99%

Love in Early Childhood Education: the experience of Aotearoa New Zealand

Stewart-MacKenzie

2022

Preprint

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Love is essential for human psycho-social development, in particular in the early years. Just as the love of parents/care-givers and others in the home setting is vital, there is increasing recognition that love is important for infants, toddlers and young children in early childhood education settings (ECES). However, love demonstrated by teaching professionals continues to be under-researched (Dalli, 2006; Page, 2017a). As a result, educational policy and practice guidelines are still embryonic, or may not yet exist (Dalli et al, 2011; Hughes, 2013). This article presents findings from a nation-wide survey of early childhood professionals in Aotearoa New Zealand (NZ) undertaken in 2020 which explored early childhood teachers’ understandings of love in ECES in NZ; the first such survey undertaken. Respondents emphasised that a professional approach to love is important despite many responses indicating love is still viewed as unprofessional by early childhood education (ECE) teachers and managers. A key finding of this research is that understanding the nature of love in ECES is required in order to legitimise love in professional spaces and thereby inform policy and practice.

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Section: Background and Literaturementioning

confidence: 99%

Love in Early Childhood Education: the experience of Aotearoa New Zealand

Stewart-MacKenzie

2022

Preprint

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show abstract

“…Variables such as teacher education, centre size, resources and poor teacher-child ratios correlated directly to less sensitivity in teachers (Gerber et al 2007;Pauker et al 2018). The educational development of children in ECES may be at risk if the settings are unstable (for example, high staff turn-over), if teacher sensitivity is inconsistent (how individual teachers view children), or if the child attends multiple care settings (Ahnert et al 2006;Garrity et al 2016;Lang et al 2016;Linke and Fleer 2002;Page 2014;Pauker et al 2018;Pilarz and Hill 2014). Continuity of care and minimising change in relationships for infants and toddlers in non-parental care was only beginning to be recognised in research at the turn of the 20 th century (Cryer et al 2005;Howes and Hamilton 1993;Howes and Smith 1995;Zigler and Lang 1991).…”

Section: Background and Literaturementioning

confidence: 99%

Professional Love in Early Childhood Education: the experience of Aotearoa New Zealand

Stewart-MacKenzie¹

2021

Preprint

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Love is essential for human psycho-social development, in particular in the early years. Just as the love of parents/care-givers and others in the home setting is vital, there is increasing recognition that love is important for infants, toddlers and young children in early childhood education settings (ECES). However, love demonstrated by teaching professionals continues to be under-researched (Dalli 2005; Page 2017a). As a result, educational policy and practice guidelines are still embryonic, or may not yet exist (Dalli et al 2011; Hughs 2013). This article presents findings from a nation-wide survey of early childhood professionals in Aotearoa New Zealand (NZ) undertaken in 2020 which explored early childhood teachers’ understandings of professional love in ECES in NZ; the first such survey undertaken. Respondents emphasised that a professional approach to love is important despite many responses indicating love is still viewed as unprofessional by early childhood education (ECE) teachers and managers. A key finding of this research is that understanding the nature of love in ECES is required in order to legitimise professional love and thereby inform policy and practice. Findings from the research suggest a way forward.

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“…It is conceptualized in many different ways by health and social care professionals and individuals across communities and population. Although it is a highlight component in mental healthcare [2,3], community healthcare [4,5], chronic diseases care [6,7] and elder patients' care [8], continuity of care is still not clearly defined in healthcare system [1]. A concept analysis of continuity of care can establish essential components and provide guidance to both researching and clinical practice.…”

Section: Introduction mentioning

confidence: 99%

A Concept Analysis of Continuity of Care in Nursing

Liao¹,

Zeng²,

Xu³

et al. 2018

JPP

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Abstract:Purpose: This paper is a report about the concept analysis of continuity of care, to get further understanding of continuity of care. Methods: The Walker and Avant concept analysis approach was applied in this paper. Results: The three attributes include: seamless transfer, flexible reaction and effective interaction. The antecedents were changed needs and patient centred care. In addition, the continuity of care had a significant effect on patients' outcome, satisfaction and costs. Conclusions: This analysis provides nurses an understanding about continuity of care in both patient's and care provider's perspective. Continuity of care is a tailored services provided by care givers, which is an essential element of healthcare system.

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A qualitative examination of the implementation of continuity of care: An organizational learning perspective

Cited by 5 publications

References 48 publications

Love in Early Childhood Education: the experience of Aotearoa New Zealand

Love in Early Childhood Education: the experience of Aotearoa New Zealand

Professional Love in Early Childhood Education: the experience of Aotearoa New Zealand

A Concept Analysis of Continuity of Care in Nursing

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