Experiential Preparation Research Articles

Nutritional richness of traditional foods in Uganda’s tourism industry: An investigation of luwombo

International tourists often seek to have traditional food experience in the destinations they visit. The experience ranges from food harvesting to preparation and dining. While this experience is well developed in many advanced destinations, in Africa traditional food is yet to be accepted in many tourist facilities. In part this is because of limited information about the nutritional composition of traditional food and its contribution to the Recommended Dietary Allowances (RDAs). This paper establishes the nutritional composition of Luwombo, a special traditional foodstuff that is becoming common among tourists to Uganda. The paper further assesses the contribution of Luwombo towards meeting the RDAs of the tourists. Understanding the nutritional value of luwombo is important for its own promotion, preservation and consumption. This would be helpful in instilling pride and cultural identity of Ugandans within a changing global system. For tourists, luwombo preparation and dining would be an additional experience, and once a positive experience is achieved, local communities can benefit both socially and economically. The study established that luwombo is nutritious, able to meet the RDAs of tourists across different age groups. Trust in the nutritional value of luwombo as well as the benefits associated with experiential preparation can generate socio-cultural and economic impacts in the host communities. A linkage with the African diaspora can even create further positive impacts.

Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?

AbstractThis article draws on an empirical research project in which we explore the roles and understandings of knowledge in Religious Education (RE). Plural understandings of knowledge in schools (and society) lead us to concerns about the relationships between knowledge and social justice. We define epistemic literacy as the capability to recognise, and critically use, different types of knowledge. We also clarify that one’s own relationship with knowledge(s) is significant and is, therefore, important for students and teachers to develop to respond to the epistemically plural RE curriculum and classroom. Drawing on literacy frameworks to identify the need for non-hierarchical conceptualisations of knowledge that include the expert and everyday (Hannam et al., 2020; Shaw, 2019, Vernon 2020), we acknowledge the need for a particular disposition when approaching knowledge about religion and worldviews. Building on the analysis of our empirical study and subsequent developments of epistemic literacy, we revisit the notion of epistemic justice (Fricker, 2007) and present a theoretical justification for the experiential preparation of teachers that draws on Biesta’s (2002) reformed Bildung of encounter and Rawls’ “veil of ignorance” (Rawls, 2005). What emerges from these reflections on the future of Bildung is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility. (Biesta, 2002, p. 350)

Short-term study abroad: Designing an intercultural induction program to prepare prospective language teachers

ABSTRACT Short-term study abroad programmes can help prospective language teachers develop intercultural competences, vital when working with socially and linguistically diverse language learners. However, participating in such programmes does not necessarily lead to a more advanced level of interculturality. Induction programmes before mobility periods can help prospective language teachers develop a more advanced intercultural mindset. This article focuses on a curriculum design project for an intercultural induction programme that aims to prepare short-term study abroad candidates from Turkey. The programme’s primary goal, which was informed by three in-depth qualitative studies, was to help candidates reflect on cultural essentialism, ethnocentrism, multiplicity and intersectionality of identities, English as a lingua franca communication, and native/non-native English speaker binary/hierarchy. Guided by a systematic and contextualised curriculum design process and suggestions based in (critical) interculturality literature, this induction programme attempts to offer a critical, reflexive, and experiential preparation period. Such systematic and contextualised preparation efforts can contribute to the growing literature on intercultural preparation and the design of other intercultural induction programmes or refinements of existing programmes.

Infant Mental Health (IMH) in the Intensive Care Unit: Considerations for the Infant, the Family and the Staff

Infant mental health is an emerging evidence based field that enhances infant parent relationships and provides opportunities for early infant regulation that optimizes later social and emotional development. Infant mental health in intensive care settings is an approach that emphasizes the importance of helping manage stressful events for infants, parents, and staff, and supports early relationship development using reflective practice. Educational and experiential preparation for multidisciplinary IMH providers specific to work in infant intensive care is described.

Values Perception and Future Educational Leaders

This article describes a process of incorporating future school administrators’ value clusters into a university preparation program. The university's role in integrating a values dimension in school administrators’ preparation programs is elucidated. The “Principal's Reflective Experiential Preparation Program” is described, with an emphasis on the use of the “Hall Tonna Inventory of Values” to ascertain the future administrators’ value clusters as they relate to the individual's leadership classification. It is noted that this process of values and leadership articulation affords clarity regarding the future administrator's philosophical foundations as they relate to educational practice and to the determination of future career decisions. Finally, reflections are given regarding future directions to enhance values integration in administrative preparation programs; such programs are challenged to integrate the candidates’ value clusters—those that energize humans, within programmatic development.

The Career Development Year: Responding to the emergency nursing shortage in Australia

Summary Background The Career Development Year (CDY) is a 12 month supported entry program at one health care service in Victoria, Australia. The program targets Division One Registered Nurses with little or no emergency nursing experience. The intent of CDY is to improve recruitment to, and retention in, emergency nursing by educational and experiential preparation for emergency nursing practice. Method This study used a retrospective exploratory design to examine recruitment and retention of emergency nurses recruited via CDY ( n =72) and compare these findings with recruitment and retention data for a cohort of non-CDY participants ( n =15). CDY data was collected by self-report questionnaires. Descriptive statistics, correlations and inferential statistics were calculated using SPSS. Results CDY was found to promote recruitment of novice nurses to emergency nursing, with almost half the respondents ( n =25, 48.1%) reporting they would not have entered emergency nursing were it not for the supported entry program. Further, comparison with non-CDY participants revealed that CDY promoted retention within emergency nursing, with both short-term ( n =47, 90.4% vs. n =8, 53.4%) and long-term retention doubling ( n =50, 96.1% vs. n =7, 46.6%) following the introduction of CDY. Conclusion CDY was a valuable recruitment tool and successful retention strategy in the ED. Future research using a larger sample may demonstrate potential applicability to other clinical areas.

The Career Development Year: Responding to the emergency nursing shortage

The Career Development Year (CDY) is a 12-month supported entry program that targets Registered Nurses (Division 1) with little or no emergency nursing experience. The intent of CDY is to improve recruitment to and retention in emergency nursing via educational and experiential preparation for emergency nursing practice.

Who is responsible for pediatric triage decisions in Australian emergency departments: a description of the educational and experiential preparation of general and pediatric emergency nurses.

Pediatric presentations to the emergency department (ED) account for approximately one third of ED presentations. Triage is the process employed by the ED to prioritize presenting patients, including children, on the basis of clinical urgency. This role is undertaken by emergency nurses, and a range of recommendations are available regarding the level of experience and education required by the nurse responsible for pediatric triage decisions. However, little is known about the actual education and experience of nurses undertaking pediatric triage. To describe the level of experiential and educational preparation of emergency nurses responsible for pediatric triage decisions in pediatric and adult and pediatric population EDs. An anonymous survey of emergency nurses responsible for pediatric triage decisions in a number of specialist and mixed EDs was conducted. Education and experience varies widely among nurses responsible for pediatric triage decisions. Many nurses practicing pediatric triage do not meet recognized guidelines for the levels of education and experience required to undertake pediatric triage. Nurses practicing in mixed population EDs were less likely to meet the recommended educational requirements than pediatric emergency nurses and yet reported no difference in their level of confidence in undertaking pediatric triage. Educationalists and managers must make a commitment to pediatric triage preparation for nurses in EDs providing pediatric services. In particular, emphasis must be placed on providing pediatric continuing education for nurses practicing in mixed population EDs. However, it is also essential that the impact of education and experience on patient outcomes be investigated before an attempt is made to influence the preparation of nurses for triage.

Preparing physics majors for secondary-level teaching: The education concentration in the Haverford College physics program

It is easy to document both the strong demand for physics teachers at the secondary level and the fact that not all individuals currently in those positions are well qualified. Many undergraduate physics majors who might otherwise be interested do not pursue careers in teaching high school physics because the requirements for certification are quite strenuous in many states. We have accordingly developed at Haverford College a concentration in education for physics majors which provides experiential preparation for teaching physics but requires fewer courses beyond the standard physics major than does the typical curriculum leading to certification. We describe this concentration, the two key courses on which it is based, the career options it affords the B.S. physics major, and the experience of our recent graduates entering the high school teaching profession.

Values Perception and Future Educational Leaders

This article describes a process of incorporating future school administrators’ value clusters into a university preparation program. The university's role in integrating a values dimension in school administrators’ preparation programs is elucidated. The “Principal's Reflective Experiential Preparation Program” is described, with an emphasis on the use of the “Hall-Tonna Inventory of Values” to ascertain the future administrators’ value clusters as they relate to the individual's leadership classification. It is noted that this process of values and leadership articulation affords clarity regarding the future administrator's philosophical foundations as they relate to educational practice and to the determination of future career decisions. Finally, reflections are given regarding future directions to enhance values integration in administrative preparation programs; such programs are challenged to integrate the candidates’ value clusters—those that energize humans, within programmatic development.

Prevention of Pertussis—Are We Failing?

Through the years, a system has evolved to assure that children are protected against pertussis and other infectious diseases. Its success is attested to by the dramatic decline in diseases caused by the organisms these vaccines are designed to prevent. The infrastructure upon which this system is dependent has been invisible. Components become apparent only as we become concerned about its viability. It is useful to identify each of these and attempt to assess how it is performing in order to identify specific problems. Pertussis vaccine is one of the oldest vaccines in continuous use. It is an experiential preparation. Its use is based on the observation that a given number of injections of vaccine, which has been standardized by the vaccine's ability to protect mice against intracerebral challenge with virulent pertussis organisms, reduces the risk and severity of pertussis in those who are exposed.

IDENTIFICATION OF TRAINING NEEDS FOR PUBLIC PARTICIPATION RESPONSIBILITIES1

ABSTRACT: The research project reported here surveyed planners in Coastal Zone Management and “208” programs in New England to determine the nature of their educational and experiential preparation for carrying out public participation functions, and to identify the planners’ own perceptions of the relative importance of those functions and their adequacy for performing them. Criteria for effective programming were developed and used as a standard for comparing various backgrounds with capability for performing necessary tasks. The research indicates that prior planning experience is more directly related to perceived adequacy than either academic or other experiential backgrounds. The survey also revealed a predominant emphasis on activities involving direct public conduct, e.g., organizing citizen advisory groups and conducting public meetings. The results of the analysis were used to make recommendations for curriculum topics that should be incorporated into the training of professional planners so that they will be better prepared to undertake public participation responsibilities. Those recommendations stress preparation for direct public contact, but also for training in other means of public involvement, such as media contact, that are not now being carried out with comparable emphasis or effectiveness.

Counselor‐Education Curricula and Professional Identity

Satisfaction with present emphasis on various components of curricula and the desire for changes in those same components were assessed as they related to two major opposing perspectives influencing professional identity, strict preparation in classical psychology, and broad, general, experiential preparation. A questionnaire asking counselor educators to rate 25 curriculum areas of their programs with respect to satisfaction and amount of change desired was sent to a modified, stratified random sample of 108 institutions. The responses on the 60 returns were analyzed by using Hotelling's T2 and subsequent dependent samples' t tests for indications of discrepancies between present and desired emphases. Significant discrepancies were examined for trends. Overall, there was an expressed desire for increased emphasis in every area. Grouping components logically produced a ranking according to desire for change as follows: career counseling, statistics‐research and counseling experience, counseling theory and psychological background, and assessment. Implications of the findings for counselor preparation are discussed in relation to trends found regarding program size and available resources.